Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment

Positive Interventions and Effective Strategies

Training C: Two day training (3 weeks apart)

Day One

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment

Day Two

Data Analysis and Planning (1/2 day)
Positive Interventions and Effective Strategies (1/2 day)

Training D: One day training

Mining for Gold: Data Is Not a Four-Letter Word

Training E: One day training

Autism Interventions That Work

Training F: One day training

Interventions that work for :ADHD and Learning Disabilities

Training G: Six month training (once per month) (For school districts)

Building Behavioral Expertise in Your School

Training H: One or two day training (shortened day for bus routes)

Positive Behavior Support for Bus Drivers

Training I: One day training

Using the Competing Pathway Model for Behavioral Change

Training J: Can be one day, half day, or two hour evening session

Positive Interventions and Effective Strategies for Parents

Training K: One day training

Response to Intervention:

Interventions for Academic and Behavioral Change

See detailed descriptions below:

Training A

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment

Participants will learn the following:

· Two functions of behavior

· Data analysis using 10 days of real data

· Competing pathway

· BIP Building

Educators

Administrators

Parents

Support Staff

This is for regular and special education.

· Free access to a 105 page workbook

· Free access to an electronic graphing tool that graphs ABC data collection

· Mnemonics to remember the key facts of the day

Classroom Style

Participants need to be sitting at a table with a clear view of the screen in the room.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training A:

Providing Skills for compliance with the Individuals with Disabilities Education Act: Strategies for enhancing the development of behavioral intervention plans based on functional behavior assessment, which assist those students in inclusion or special education classrooms where the behavior of the student is impeding their learning or that of others.
Using Environmental Data to determine the Function of the Behavior: data will be collected in the natural environment rather than relying on teacher memory of incidents which occurred throughout the day. Teachers will use 10 days of real data to analyze and determine the function of some very common behaviors they see in their classrooms.
Supporting Behavioral Competence in the Classroom: Applying proactive strategies and research based methods to increase applied behavior analysis and a continuum of supports for children with target behaviors.
Maximizing Teacher Time on Data collection: Capitalizing on a unique keyed format, participants will learn how to collect data in a format that gives them the most information in the least amount of time.
Enhancing Behavior Support Team Planning: Innovative ideas for including parents, regular and special education teachers in planning for the behavioral needs of students with impeding behaviors.
Planning Proactive Ways to Catch Students Being Good (GOTCHAS): Countless suggestions for incorporating positive behavior support strategies into all teaching models, which gives the students with impeding behaviors better role models in the classroom.
Rewiring the Hardwire: Proven strategies for overriding the reactive behaviors of adults to strategies which are more proactive. Avoid falling into behaviors that feed target behaviors…Learn the necessary skills for working with children who use behavior for the functions identified.
Incorporating Significant Findings From Behavior Research: How to maximize applied behavior analysis, logical techniques, and proactive strategies for three levels: Primary, Secondary, and Tertiary (Primary= whole group, Secondary= targeted group, and Tertiary = intensive individual support)
Research Based Principles: Research validated strategies for providing critical components to a proactive environment. Behavior intervention plans which are not based on functional based assessments or research validated principles do not hold up in a court of law. All strategies are based on sound solid research through the Office of Special Education Programs.
Access to Valuable Resources: Each participant will receive two extensive resource handbooks in one, access to an FBA Data Collection program, and mnemonic devices to help them remember the strategies they learned.

Training B

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Positive Interventions and Effective Strategies

· Research based strategies for the classroom based on the real reason the behavior is occurring

Educators

Administrators

Parents

Support Staff

This is for regular and special education.

· Free access to a 120 page book filled with intervention ideas that are research based

· Mnemonics to help remember the key facts of the day

Any comfortable seating and a screen for viewing.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training B:

1. Providing skills for basing interventions on the function of the behavior rather than the emotional reactions that typically occur.

2. Maximizing research based interventions that will work with many children in many settings.

3. Step-by-step instructions for implementing the use of interventions for low self-esteem, oppositional defiant disorders, attention deficit hyperactive disorders, learning disabilities, class clowns, dress code violators, escape artists, and many others.

4. Rewiring the Hardwire: Proven strategies for overriding the reactive behaviors of adults to strategies which are more proactive. Avoid falling into behaviors that feed target behaviors…Learn the necessary skills for working with children who use behavior for the functions identified.

5. Interventions include primary (classroom), secondary (targeted groups), and tertiary (intensive individual) interventions.

6. Access to valuable resources: Participants will see visual examples of token economy systems that work, sensory tools for children with ADHD, and many other hands on interventions.

7. Participants will receive mnemonic devices to help them remember two key components of this training (Controlled Control, and True North).

8. Providing unique interventions that leave children with no chance to argue.

9. Academic ideas for children who are struggling to keep up and children who are struggling to stay focused. (Frequently, behavior communication indicates children have too little to do more than too much to do.)

10. Supporting Behavioral Competence in the Classroom: Applying proactive strategies and research based methods to increase applied behavior analysis and a continuum of supports for children with target behaviors.

Training C

(Two Trainings- Four Weeks Apart)

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Writing a Behavioral Intervention Plan Based on a Functional Behavior Assessment

Participants will learn the following:

· Two functions of behavior

· Data analysis using 10 days of real data

· Competing pathway

· BIP Building

Educators

Administrators

Parents

Support Staff

This is for regular and special education.

· Free access to a 105 page workbook

· Free access to an electronic graphing tool that graphs ABC data collection

· Mnemonics to remember the key facts of the day

Classroom Style

Participants need to be sitting at a table with a clear view of the screen in the room.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Data Analysis and Planning (1/2 day)

Positive Interventions and Effective Strategies (1/2 day)

· Research based strategies for the classroom based on the real reason the behavior is occurring

Educators

Administrators

Parents

Support Staff

This is for regular and special education.

· Free access to a 120 page book filled with intervention ideas that are research based

· Mnemonics to help remember the key facts of the day

Any comfortable seating and a screen for viewing.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training C:

Participants will actually collect ten days of data on a student whose behaviors are impeding his or her learning, plug this information into the ABC Data Collection Tool and fill out a competing pathways chart.
Participants will share their results in small groups and present to whole group on behavioral intervention planning based on function of behavior.
Group will provide feedback to plans and suggest interventions based on their own knowledge.
Participants will have a data-based behavioral intervention plan completed once they leave this training.
Follow-up of previous training with participants actually collecting ABC data on a student and bringing it to the meeting. Feedback will be provided to participants on their data collection, analysis, and behavior intervention planning.
The afternoon of the second day of training will maximize the learner’s knowledge of research based interventions based on function.
Participants will receive access to two books (FBA2BIP, PIES) and access to the FBA Data Tool with training during the first session on how to enter data.
Participants will gather knowledge from colleagues in the field regarding interventions that have worked for others in similar settings.
Participants will receive mnemonic devices to help them remember the key principles about Behavior Function, Intervention Planning, True North, and Controlled Control.
Participants will have access to BDS for future intervention planning should they need assistance in the future.

Training D

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Mining for Gold: Data Is Not a Four-Letter Word

· Data collection techniques

· What data tool to use with each type of behavior.

Educators

Administrators

Parents

Support Staff

This is for regular and special education.

· Access to a free 145 page book filled with data collection tools

· Mnemonics to help remember the key facts of the day

Classroom Style

Participants need to be sitting at a table with a clear view of the screen in the room.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training D:

ABC data collection is not for every child and not for every behavior. Once the principles of ABC data collection are understood, these same principles can be applied to other data collection tools.
Learners will determine how to maximize their data collection time by choosing the data collection tool that best suits the needs of : a) their environment, b) their level of expertise, c) the child’s behaviors, and d) the severity of the problem.
The importance of labeling and defining behaviors is one of the key focus points in this training.
Moving children from adult prompts to relying on self-management of their behaviors is a question frequently asked by educators and parents. This training will show participants how to move children into the realm of self-reliance.
Providing Skills for compliance with the Individuals with Disabilities Education Act: Strategies for enhancing the development of behavioral intervention plans based on functional behavior assessment, which assist those students in inclusion or special education classrooms where the behavior of the student is impeding their learning or that of others.
Learners will examine three behavioral intervention plans and determine the missing ingredients. Using these ill-written documents, the participants will revise the plans and determine a quality behavioral intervention plan based on the function of a child’s behavior using key ingredients taught during the training.
Participants will leave the training feeling empowered to make the changes they want in their environment.
Participants will learn how to encourage, empathize, and build relationships with parents even in the most strained of interactions.
Incorporating Significant Findings from Behavior Research: How to maximize applied behavior analysis, logical techniques, and proactive strategies for three levels: Primary, Secondary, and Tertiary (Primary= whole group, Secondary= targeted group, and Tertiary = intensive individual support) Data collection is not just for individual students.
Setting events can play a huge role in behavior. This training will focus on inventories for the environment and sensory issues that may or may not have impact on the child’s behavior.

Training E

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Autism Interventions That Work

· Research based strategies for academics, communication, and behavior when working with children with autism

Educators

Administrators

Parents

Support Staff

Extra Curricular Staff

Social Organizations

· Scouts

· Campfire

· Church

· Law Enforcement

· Daycare

This is for regular and special education.

· Free access to a 50 page workbook filled with data tools and intervention ideas geared just toward Autism

· Free access to hundreds of curriculum and behavioral ideas

Pictures of curriculum modifications, sensory ideas, and communication alternatives will be shared with the participants.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training E:

Overview of Autism, Asperger and PDD NOS.
Autism Spectrum Disorders are now recognized by the Center for Disease Control to be prevalent in one out of every 166 births. This translates to an increased need in understanding the spectrum for the regular classroom, special education classroom, and any other organization that has children for clients.
Provide information on interventions for access to sensory input and escape from sensory overload.
Maximize communication efforts by utilizing Picture Exchange Communication Symbols (PECS), Sign Language, Visual Schedules, Object Schedules, and Now/Then Schedules.
Social stories in a unique PowerPoint format with audio and visual output for the learner.
Potty Training techniques for children with autism.
Transition difficulties are one of the most frequently cited problems for children with autism spectrum disorder. Participants will learn techniques to make transitioning as easy as ABC.
Academic skills are often underplayed in children with autism. This presentation will focus on ways to teach Spelling, Venn Diagrams, Math, and Reading at higher levels.
Calming activities for children with autism spectrum disorder; what works and what doesn’t.
Famous people with Asperger Syndrome….you will be surprised.

Training F

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Interventions that work for:

ADHD and

Learning Disabilities

· Research based strategies for academics, communication, and behavior when working with children with ADHD

· Research based strategies that work for academics, communication, and behavior when working with children who have learning disabilities.

Educators

Administrators

Parents

Support Staff

Extra Curricular Staff

Social Organizations

· Scouts

· Campfire

· Church

· Law Enforcement

· Daycare

This is for regular and special education.

· Access to a resource book filled with ideas to promote learning for children with ADHD.

o Setting event manipulations

o Antecedent modifications

o Behavior teaching

o Consequence modifications

· Access to academic mnemonics for teaching:

o Spelling

o Math

o Reading

o Science

Classroom seating with audience seated at tables.

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Learner Outcomes for Training E:

Participants will learn how to diffuse impulsive outbursts by reading the student’s physical body language.
Maximize participant’s knowledge of pro-prioceptive input to assist the student to engage in on task behavior for longer periods of time.
Increase knowledge of neurotransmitters in the brain for increasing learning potential
Learning Disability is a hidden disorder. Learn how famous people have coped with this disability and turned their triumph into successful careers.
Research indicates proven methods for teaching children to spell, read, and compute using these strategies.
Using the behavior analysis model, the participant will learn to explore the barriers of learning for each individual child and develop an intervention plan based on the needs of that particular student.
There is no boxed program that works for all children. Some children learn to read using sight vocabulary and learn well. Other children must learn phonetically before they can decode. How does the educator decipher the difference and determine the best mode for teaching all the children in the room?
It’s easy to assume the cure for ADHD lies in a little white pill; however, many interventions don’t come in a bottle and are quite effective. Participants will learn how to utilize these.
Data are imperative when decoding how a child is doing on and off medication. How can a teacher juggle three balls and throw in a shoe while collecting data on more than one student?
Effective ways to give students a break without disrupting the class.

Training G

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Building Behavioral Expertise in Your School

See below:

This is district training. Each school in the district sends one administrator, one regular education and one special education representative.

· During the course of six months, participants will be given access to over 400 pages of resources

· Each team will collect data on 12 different students over the six month training.

Classroom Style

Participants need to be sitting at a table with a clear view of the screen in the room.

Six Sessions each:

8:30-4:00 with an hour and fifteen minutes on your own for lunch

Basic Outline Agenda for Six Sessions of Training G

Session One

Message of the Day:

Many behaviors continue because of assumptions- Where’s the Data?

Anticipatory Set

Favorite Teacher
Movie Clip from Radio

Topics

Foundation for Student Improvement Teams (SIT)
Foundational Gathering of Behavior Data

Functional Behavior Assessment

Foundation of Relationships: Assignment One- Low Self-Esteem Project

Assignments for next meeting

Interview students and bring “float the boat” ideas
Bring SIT of most challenging student (names removed)
Group collection of ten days of data on Student “A”
By next session you should:

· Analyze data from Student “A”

· Determine function of behavior

· Develop Competing Pathways Chart

· Determine Interventions

Session Two

Message of the day:

What questions should I be asking?

What does the child need?
What data should I be collecting?

Anticipatory Set:

Choking Victim: Everyone gets what they need; it’s not a one size fits all SIT .

Topics

· Interventions

o Student self-checklists

o PIES

· Time saved by decreasing reactive interventions

Assignments for next week

· Collect Data on Student “B”

o Each person will do their own student

o You may have someone else collect the data if you are not in the classroom (You will have to teach them)

o Analyze data

o Competing Pathway Chart

o Develop interventions based on function

· Plot intervention data on Student “A”

o Determine decrease from baseline

o Adjust intervention if decrease is not occurring

· Bring school-wide data for next session

o Number of students from last year that had 0-1 referral

o Number of students from last year that had 2-5 referrals

o Number of students from last year that had 6 or more referrals

Session Three

Message of the Day:

You too can be successful with the students in the top two tiers.

Anticipatory Set:

Tell a success story to your group. Each group chooses one success story to share with the whole group.

Topics

Pyramid of Intervention
Advanced Data Collection for the top tier

Assignments for next week

Top ten list
Plot Follow-up data on Student “A”
Plot Intervention data on Student “B”
Start Baseline data on Student “C”

Each person will do their own student
You may have someone else collect the data if you are not in the classroom (You will have to teach them)
Analyze data
Competing Pathway Chart
Develop interventions based on function

Session Four

Message of the Day:

Data based decision making

Anticipatory Set:

Clips from Radio (movie)

Topics

Form Sharing
Spheres of Influence

Assignments for next week

Top ten list
Plot Follow-up data on Student “A”
Plot Follow-up data on Student “B”
Collect Intervention data on Student “C”
Begin Baseline Data on Student “D”

Each person will do their own student
You may have someone else collect the data if you are not in the classroom (You will have to teach them)
Analyze data
Competing Pathway Chart
Develop interventions based on function

Session Five

Message of the Day:

Effective SIT process to address students in Tiers One through Tier Three

Anticipatory Set:

Breakfast Club- The cafeteria scene

Topics

Action Planning

Assignments for next week

Coercive Cycle Statements
Plot Follow-up data on Student “A”
Plot Follow-up data on Student “B”
Plot Follow-up data on Student “C”
Begin Intervention Data on Student “D”

Session Six

Poster Sessions

Group A Artifacts 9:00-11:45
Group B Artifacts 12:45-3:00

Must have handouts for everyone

Must show data (baseline-intervention-follow-up)

Training H

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Positive Behavior Support for Bus Drivers

Rewiring the Hardwire: Proven strategies for overriding the reactive behaviors of adults to strategies which are more proactive. Avoid falling into behaviors that feed target behaviors…Learn the necessary skills for working with children who use behavior for the functions identified.

Bus Drivers and Bus Aides

Administrative Staff for Transportation

· Free access to a book just for bus drivers with tips and tools that can be used the very next day.

· Mnemonics to help participants remember what was learned

Any comfortable seating available and within view of a screen in the room.

This can be done in two four hour sessions.

Learner Outcomes for Training H:

Participants will learn positive behavior support techniques for dealing with behaviors that are impeding the ability of the driver to concentrate on safe transportation to and from school.
Maintaining proactive responses rather than reactive responses is an arduous task. Participants will learn techniques that enable them to stay in frontal cortex while responding to student behaviors.
Children take a class prior to being born (They all ace the final exam). The class is “Arguing with Adults for Entertainment and Proceeds”. Participants will learn a response that stops arguing with a one-liner.
Participants will learn research based techniques that work hand in hand with positive behavior support principles.
Assisting the children and parents to understand that the bus is part of the educational system and part of the student’s school day is a technique that will empower the bus driver to have more control.
Bus drivers will learn about:

Gotchas
Zeroing in on the Alpha
Intervention Magic
Function Behind the Behavior

Participants will receive mnemonics to help them remember the most important rules of behavior management
Administrators will learn how important it is to bring a bus out to the school to teach, model, practice and reward appropriate behavior.
Bus drivers will be given ideas on how to reward appropriate behavior that does not cost anything but time.
Research will be shared on the most common problems on the bus and what can be done to alleviate those statistics.

Training I

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Using the Competing Pathway Model to Plan for Behavioral Change

Educators and Administrators

Regular and Special Education

Access to a 105 page book filled with classroom interventions, targeted group interventions, and intensive individual interventions.

Any comfortable seating available and within view of a screen in the room.

This is an overview of Applied Behavior Analysis for teachers. The training can be modified to suit your needs.

Learner Outcomes for Training I:

Overview of Positive Behavior Support
Main components of Applied Behavior Analysis
Maximizing proactive strategies rather than reactive actions
Key factors: Increase appropriate behavior by 80% just by doing one thing
Sticking with it: There is a magic formula for how long to stick with an intervention. Find out what that formula is.
Frogs: What the heck do frogs have to do with behavior? Find out from this seminar.
Interventions you can take back and use tomorrow at school
Quick ways to document the function behind the behavior.
The best sentence in the world to use when you are calling parents to invite them to a behavior support team meeting.
Information about who should be in on a behavior support team meeting and what should be talked about first and foremost

Training J

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Positive Interventions and Effective Strategies for Parents

Parents

Grandparents

Aunts and Uncles

Access to The Stork Manual- a book the stork should have brought filled with proactive interventions.

Any comfortable seating available and within view of a screen in the room.

This is an overview of Applied Behavior Analysis for parents. The training can be modified to suit your needs.

Learner Outcomes for Training J:

Overview of Positive Behavior Support
Main components of Applied Behavior Analysis
Maximizing proactive strategies rather than reactive actions
Key factors: Increase appropriate behavior by 80% just by doing one thing
Sticking with it: There is a magic formula for how long to stick with an intervention. Find out what that formula is.
Frogs: What the heck do frogs have to do with behavior? Find out from this seminar.
Interventions you can take back and use tomorrow at home.
Quick ways to document the function behind the behavior.
The best sentence in the world to use when you are calling the school to ask them to sit down and talk about a behavior problem.
Information about who should be in on a behavior support team meeting and what should be talked about first and foremost

Training K

Learning Outcomes

Intended Audience

Resources Provided

Room Set-up Required

Time Required

Response to Intervention: Using Behavioral and Academic Strategies to Enhance Learning

Learn second tier strategies for the classroom or home setting that apply to academic and behavioral change based on “What Works”

Educators

Parents

Administrators

Support Staff

Regular and Special Education

There are two books for this training- one is geared for elementary level and one is geared for secondary level.

Any comfortable seating available and within view of a screen in the room.

This is an overview of the best what works in the classroom based on 30 years of experience as a regular and special education teacher.

Learner Outcomes for Training K:

Frequently, participants of PBS ask for more classroom interventions. The most useful classroom interventions that I have tried myself are the techniques based in psychological principles.
Participants will learn techniques that will keep them in frontal cortex instead of resorting to brain stem.
These techniques will work for regular and special education students.
Maximize your teaching time by giving away power on things that don’t matter to you.
Learn how to get kids to argue with you that they want to do more work than you asked them to do.
Parents, learn how to get your kids to bed on time using a very simple technique. The same technique works in the classroom and works with children with Oppositional Defiant Disorder and children with Bi-Polar tendencies.
Learn an intervention that will work on targeted groups of children who have low self-esteem.
Learn interventions that work on children who argue for the fun of arguing.
Learn how to diffuse anger (yours and the child’s)
Learn some fun stories to tell your friends.