ABA 510 M6 Project

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ABA 510 M6 Project

Assignment: PBIS/SW-PBIS Evaluation Review of Tools

Review Two Tools

Description:  Based on your A/B/C chosen path,
 choose and review 
2 evaluation tools (see below) that would be pertinent to your path. 

Suggested Evaluation Tools:

Select a “Tool” on the 
PBIS website  

https://www.pbis.org/tools/all-tools.  (Links to an external site.)
Be sure to select an actual tool (ex. FACTS, Classroom Management Self-Assessment Revised, PBIS Tiered Fidelity Interview, etc.) OR select from the tools below.

Some other suggested tools to review:

·

fba-quality-audit-tool.pdf


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· A

PQI (Links to an external site.)

·

apqi_combined TUT.pdf


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Evaluation Tool: Functional Assessment Checklist for Teachers and Staff (FACTS)

The Functional Assessment Checklist for Teachers and Staff is an indirect assessment method for
behavior analysts to gather information from individuals close to the student on their target
behavior. Within the interview structure of the FACTS, the likelihood, topography, setting
events, and consequences of the target behaviors are outlined. The information obtained from
this assessment supports the proposed function of the target behavior, which may further be
confined in a functional analysis (FA). Additionally, the FACTS is helpful in creating a
behavior support plan (BSP) for that one student. Given student specific consultation will
identify individualistic needs and utilize interventions that are function-based, the FACTS
identifies antecedents and consequences that surround specific problem behaviors. The
FACTS may be easily administered to teachers and staff that are familiar with the student’s
challenging behavior. Further, the utility of this assessment is heightened by its ability to be
completed in 15 minutes or less. When completing student specific consultations, it is
imperative that a substantial amount of information is collected efficiently so that Functional
Behavioral Assessments (FBAs), FAs, and behavior planning can be examined. The use of
the FACTS may also improve the relationship and rapport between teachers and the behavior
analyst throughout consultation. Relying on individuals that are close to the student
demonstrates a sense of collaboration and reliance. Below is a chart for quick reference that
outlines the utility, pros and cons, and relation to student specific consultation.

Pros The FACTS allows consultees to work collaboratively with the consulting BCBA to
rely pertinent information about the target behavior for a specific student. The
FACTS aids in the development of a function-based intervention as antecedent and
consequent events surrounding the target behavior are outlined. The FACTS may
also be implemented quickly, allowing for further progress planning to be made.

Cons The FACTS is an indirect assessment, relying on another individual’s perspective of
a proposed function for the target behavior. Though there are numerous pros to the
FACTS, one teacher may have a different perspective of the proposed function than
another. This could be influenced by what teacher is present for specific setting
events. Additionally, as the FACTS is an indirect interview structure, direct
observations of the behavior are not completed by the BCBA or teacher/staff.

Outcome for student Specific
Consults

The FACTS provides relevant information on the setting events, topography of the
target behavior, frequency, likelihood across multiple situations, antecedents, and
consequences. The information obtained from the FACTS assists the BCBA in
gathering information for th

ABA527 Project – Module 6.1 Roberta Bell

Part 1: Evaluation of Tools

1. Creating Effective Classroom Environments Plan Template

This tool outlines classroom behavioral expectations by creating a template with 3 different
expectations (1) kind to self, (2) kind to others, (3) kind to others, across 4 different classroom
routines (1) teacher directed instruction (2) small group activities, (3) Independent work, (4)
transitions. It provides a brief summary of what these expectations look, feel and sound like
across all routines. It also outlines the prompting procedures as well as correction/praise
procedures for classroom instructors.

Pros
Student-centered language, based on positive reinforcement and reprompting/demand follow-
up, does not allow demand escape, not based on punishment procedures

Cons
Expectations may be too broad/general, lesson plan template is time intensive, no formal
procedure for data tracking.

2. The Student/Teacher Game

The student teacher game is an easy strategy that can be used at any time to prompt desirable
behavior based on 5 simple rules.1) Explain how students (and the teacher) will earn points
(i.e., for positive behavior) 2) Share a point goal (e.g., 5 points, double the teacher points) 3)
Define the time period (e.g., 30 minutes) 4) Share the rewards for winning (e.g., class dance
party, extra recess time etc)

Pros
play/game based, based on positive reinforcement, can be implemented at any time, token
reinforcement system utilized (game points), flexible duration (can be as short or long as
desired), fidelity checklist included, tips for success, reference list for proof of data-supported
methods

Cons
No procedure outlined for if students do not meet expectations, lack of technological procedures
such as suggesting a gradual thinning schedule of reinforcement so the game doesn’t become
too easy, but does not explain in detail how to shape the schedule of reinforcement gradually
and when to do so.

Part 2: Tool Development

This tool would use an already common classroom token system, Class dojo, as a token
economy system to reduce problem behaviors during lunch/recess and reward positive
behavior. Up to 20 points per lunch/recess can be rewarded by para educational staff for
positive behavior which can then be used to purchase tangible reinforcers. One study found that
an Intangible Token Economy System (Classdojo) was effective in reducing off-task behavior
even in a kindergarten classroom setting where students often require tangible instructions and
rewards. Although, this may be due to the unique success of Classdojo as a token system over
other intangible token systems. Another study found a token reward system in the form of a
“fake” currency was highly effective at reducing aggression during recess. This tool combines
t

Evaluation Tool: Individual Student Systems Evaluation Tool (ISSET)

The Individual Student Systems Evaluation Tool assesses how well secondary
and tertiary systems are implemented in a school for individual students. There are
three parts that the ISSET measures that all have unique features: foundations needed
for individual student systems, targeted interventions used for groups of students, and
intensive individualized student support interventions. Interviews and a review of
permanent products and documented procedures are used to score the ISSET.
Interviews generally do not take very long and involve interviewing an administrator for
around 15 minutes, a behavior support team leader for around 30 minutes, and five staff
members for only a minute each. The types of permanent products used can include up
to 5 functional behavior assessments and behavior support plans, a description of
targeted interventions that are available to students, and a training material for staff on
targeted interventions to name a few. The short interview times for school staff and the
use of permanent products to help record data make ISSET efficient and effective
without having to use direct observation. Interview questions for the behavior support
team leader are geared towards understanding how well the school is prepared to
address targeted and intensive behavior support for individuals students. Once all of the
data is gathered and scored, two graphs can be made to show the percentage of
implementation for each area. One graph shows the percentage of implementation of
the unique features that make up each part and the other graph shows the summary
score for each part (foundations, targeted, intensive).

Pros – Focuses on the secondary and tertiary systems
where more intensive intervention is needed.

– Permanent product review is used which
provides relatively good insight without direct
observation.

– Staff interview times are short on average and
are yes/no questions. Entire evaluation takes
2-3 hours.

– ISSET aids in identifying strengths and
weaknesses of a school’s implementation of a
tiered behavioral system.

Cons – Indirect assessment. Relies on other people’s
opinion, perspective, and documentation.

– Process for acquiring permanent products/
material could take a while.

– Have to work around staff schedules.

Outcome for Student Specific Pathway The ISSET would be an important tool to use in
order to advocate for a specific student coming
from an autism program into a general education
classroom. If the student has behaviors that
require secondary and tertiary interventions, it
would be necessary to proactively assess the new
environment for behavioral systems in place that
would help the student to succeed.

Evaluation Tool: Efficient Functional Behavior Assessment

ABA 510 M6 Project Assignment: PBIS/SW-PBIS Evaluation Review of Tools Review Two Tools Description:  Based on your A/B/C chosen path,  choose and review  2 evaluation tools (see below) that would be pertinent to your path.  Suggested Evaluation Tools: Select a “Tool” on the  PBIS website   https://www.pbis.org/tools/all-tools.  (Links to an external site.) Be sure to select an actual tool (ex. FACTS, Classroom Management Self-Assessment Revised, PBIS Tiered Fidelity Interview, etc.) OR select from the tools below. Some other suggested tools to review: · fba-quality-audit-tool.pdf Open this document with ReadSpeaker docReader  Actions   · A PQI (Links to an external site.) · apqi_combined TUT.pdf Open this document with ReadSpeaker docReader  Actions   Evaluation Tool: Functional Assessment Checklist for Teachers and Staff (FACTS) The Functional Assessment Checklist for Teachers and Staff is an indirect assessment method for behavior analysts to gather information from individuals close to the student on their target behavior. Within the interview structure of the FACTS, the likelihood, topography, setting events, and consequences of the target behaviors are outlined. The information obtained from this assessment supports the proposed function of the target behavior, which may further be confined in a functional analysis (FA). Additionally, the FACTS is helpful in creating a behavior support plan (BSP) for that one student. Given student specific consultation will identify individualistic needs and utilize interventions that are function-based, the FACTS identifies antecedents and consequences that surround specific problem behaviors. The FACTS may be easily administered to teachers and staff that are familiar with the student’s challenging behavior. Further, the utility of this assessment is heightened by its ability to be completed in 15 minutes or less. When completing student specific consultations, it is imperative that a substantial amount of information is collected efficiently so that Functional Behavioral Assessments (FBAs), FAs, and behavior planning can be examined. The use of the FACTS may also improve the relationship and rapport between teachers and the behavior analyst throughout consultation. Relying on individuals that are close to the student demonstrates a sense of collaboration and reliance. Below is a chart for quick reference that outlines the utility, pros and cons, and relation to student specific consultation. Pros The FACTS allows consultees to work collaboratively with the consulting BCBA to rely pertinent information about the target behavior for a specific student. The FACTS aids in the development of a function-based intervention as antecedent and consequent events surrounding the target behavior are outlined. The FACTS may also be implemented quickly, allowing for further progress planning to be made. Cons The FACTS is an indirect assessment, relying on another individual’s perspective of a proposed function for the target behavior. Though there are numerous pros to the FACTS, one teacher may have a different perspective of the proposed function than another. This could be influenced by what teacher is present for specific setting events. Additionally, as the FACTS is an indirect interview structure, direct observations of the behavior are not completed by the BCBA or teacher/staff. Outcome for student Specific Consults The FACTS provides relevant information on the setting events, topography of the target behavior, frequency, likelihood across multiple situations, antecedents, and consequences. The information obtained from the FACTS assists the BCBA in gathering information for th ABA527 Project – Module 6.1 Roberta Bell Part 1: Evaluation of Tools 1. Creating Effective Classroom Environments Plan Template This tool outlines classroom behavioral expectations by creating a template with 3 different expectations (1) kind to self, (2) kind to others, (3) kind to others, across 4 different classroom routines (1) teacher directed instruction (2) small group activities, (3) Independent work, (4) transitions. It provides a brief summary of what these expectations look, feel and sound like across all routines. It also outlines the prompting procedures as well as correction/praise procedures for classroom instructors. Pros Student-centered language, based on positive reinforcement and reprompting/demand follow- up, does not allow demand escape, not based on punishment procedures Cons Expectations may be too broad/general, lesson plan template is time intensive, no formal procedure for data tracking. 2. The Student/Teacher Game The student teacher game is an easy strategy that can be used at any time to prompt desirable behavior based on 5 simple rules.1) Explain how students (and the teacher) will earn points (i.e., for positive behavior) 2) Share a point goal (e.g., 5 points, double the teacher points) 3) Define the time period (e.g., 30 minutes) 4) Share the rewards for winning (e.g., class dance party, extra recess time etc) Pros play/game based, based on positive reinforcement, can be implemented at any time, token reinforcement system utilized (game points), flexible duration (can be as short or long as desired), fidelity checklist included, tips for success, reference list for proof of data-supported methods Cons No procedure outlined for if students do not meet expectations, lack of technological procedures such as suggesting a gradual thinning schedule of reinforcement so the game doesn’t become too easy, but does not explain in detail how to shape the schedule of reinforcement gradually and when to do so. Part 2: Tool Development This tool would use an already common classroom token system, Class dojo, as a token economy system to reduce problem behaviors during lunch/recess and reward positive behavior. Up to 20 points per lunch/recess can be rewarded by para educational staff for positive behavior which can then be used to purchase tangible reinforcers. One study found that an Intangible Token Economy System (Classdojo) was effective in reducing off-task behavior even in a kindergarten classroom setting where students often require tangible instructions and rewards. Although, this may be due to the unique success of Classdojo as a token system over other intangible token systems. Another study found a token reward system in the form of a “fake” currency was highly effective at reducing aggression during recess. This tool combines t Evaluation Tool: Individual Student Systems Evaluation Tool (ISSET) The Individual Student Systems Evaluation Tool assesses how well secondary and tertiary systems are implemented in a school for individual students. There are three parts that the ISSET measures that all have unique features: foundations needed for individual student systems, targeted interventions used for groups of students, and intensive individualized student support interventions. Interviews and a review of permanent products and documented procedures are used to score the ISSET. Interviews generally do not take very long and involve interviewing an administrator for around 15 minutes, a behavior support team leader for around 30 minutes, and five staff members for only a minute each. The types of permanent products used can include up to 5 functional behavior assessments and behavior support plans, a description of targeted interventions that are available to students, and a training material for staff on targeted interventions to name a few. The short interview times for school staff and the use of permanent products to help record data make ISSET efficient and effective without having to use direct observation. Interview questions for the behavior support team leader are geared towards understanding how well the school is prepared to address targeted and intensive behavior support for individuals students. Once all of the data is gathered and scored, two graphs can be made to show the percentage of implementation for each area. One graph shows the percentage of implementation of the unique features that make up each part and the other graph shows the summary score for each part (foundations, targeted, intensive). Pros – Focuses on the secondary and tertiary systems where more intensive intervention is needed. – Permanent product review is used which provides relatively good insight without direct observation. – Staff interview times are short on average and are yes/no questions. Entire evaluation takes 2-3 hours. – ISSET aids in identifying strengths and weaknesses of a school’s implementation of a tiered behavioral system. Cons – Indirect assessment. Relies on other people’s opinion, perspective, and documentation. – Process for acquiring permanent products/ material could take a while. – Have to work around staff schedules. Outcome for Student Specific Pathway The ISSET would be an important tool to use in order to advocate for a specific student coming from an autism program into a general education classroom. If the student has behaviors that require secondary and tertiary interventions, it would be necessary to proactively assess the new environment for behavioral systems in place that would help the student to succeed. Evaluation Tool: Efficient Functional Behavior Assessment

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