Content Enhancement Module on Evidence-Based Behavioral Interventions: Part 5 (Intensive - PowerPoint Presentation

1. Content Enhancement Module on Evidence-Based Behavioral Interventions: Part 5 (Intensive Intervention) Collaboration for Effective Educator Development, Accountability and Reform H325A120003

2. Part 5:Intensive InterventionData-Based IndividualizationFunctional Assessment of BehaviorFunction-Based InterventionsClassroom Culture and Wraparound ServicesDocumenting Intervention and EvaluationCase Study: Supporting Ryan With DBIRestraint and SeclusionAdditional Resources

3. NotePart 5 of this module uses content and resources fromThe National Center on Intensive Intervention (NCII) www.intensiveintervention.orgOSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.org The Evidence Based Interventions (EBI) Network http://ebi.missouri.edu/

4. Intensive InterventionIntensive behavioral interventionsAre designed to address severe and persistent learning or behavior difficultiesShould beDriven by dataCharacterized by increased intensity and individualization

5. Universal:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSupplemental: Specialized Systems for Students with At-Risk BehaviorIndividual/Intensive:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT(PBIS.org)

6. Who Needs Intensive Behavioral Intervention?Students with disabilities who are not making adequate progress with current servicesStudents who present with very high-intensity or high-frequency behavior problemsStudents who have not responded to supplemental interventions delivered with fidelity (within a multi-tiered system of supports)

7. Data-Based Individualization

8. Data-Based Individualization (DBI)DBI is a systematic method for using data to determine when and how to intensify intervention.Its origins lie in data-based program modification/experimental teaching.It was first developed at the University of Minnesota (Deno & Mirkin, 1977).It has since been expanded upon by others (Capizzi & Fuchs, 2005; Fuchs, Deno, & Mirkin, 1984; Fuchs, Fuchs, & Hamlett, 1989).

9. DBI Is a ProcessIt is not a single intervention program or strategy.It is not a one-time fix.It is an ongoing process that consists of intervention and assessment, adjusted over time.

10. NCII DBI Process GraphicNational Center on Intensive Intervention (NCII) http://www.intensiveintervention.org/

11. Before Beginning DBIBefore you begin DBI, take the following steps:Identify a supplemental intervention that is appropriate to the student’s needs.Deliver the intervention with fidelity.Provide the intervention long enough for the student to respond.Progress monitor to determine the student’s response to the supplemental intervention.

12. Functional Assessment of Behavior

13. Hypothesize the Function of Behavior

14. Diagnostic Assessment14

15. Functional Assessment of BehaviorProblem-solving process used to develop hypotheses about what predicts (antecedents) and maintains (consequences) behaviorOften called functional behavioral assessment (FBA)

16. Types of Functional AssessmentIndirect assessments (rating scales, questionnaires, etc.)Observational descriptive assessments (observe student behavior, identify consistent antecedents and consequences)Functional analysis (experimental manipulation of environmental variables)(Hanley, 2012)

17. Efficiency is Key!Use the simplest possible form of functional assessment andStart the intervention as soon as possibleUse staff time efficientlyIntervention and progress monitoring will allow you to test your hypothesis. You can then revisit the intervention if necessary.

18. Reminder: Common Reasons Students MisbehaveThe student cannot perform the expected behavior becauseHe/she has not learned the behaviorHe/she has not generalized the behaviorThe student’s inappropriate behavior has been reinforcedPositively (i.e., they have gained something)Negatively (i.e., they have avoided or escaped something)

19. Indirect Functional AssessmentIndirect functional assessment, the simplest form of functional assessment, may not require specialist support.At the problem-solving team meeting, review information fromRecord reviewIndirect assessmentsYou may need more than one meeting to identify a target behavior and then hypothesize its function.

20. Record ReviewAttendanceHealth history/sensory screeningAcademic recordsBehavior recordsEffectiveness of past services or interventions (academic and behavioral)

21. Team Problem SolvingWhy is the behavior happening?What settings or antecedents predict the problem behavior?Can the student perform the expected behavior?What consequences seem to maintain the problem behavior?The team may use indirect assessment completed before or during meeting.

22. Examples of Indirect AssessmentsQuestionnairesSemi-structured interviews

23. Quick Case Study: Bob’s Target Behavior QuestionnaireMrs. Jenkin has asked to meet with the behavior problem-solving team to come up with strategies to reduce Bob’s hair-pulling behaviors. She has already completed the Target Behavior Questionnaire.Handout #14: Bob’s Target Behavior Questionnaire

24. Bob’s Problem-Solving Team MeetingThe team compared the information from the questionnaire with a record review and confirmed that Bob’s misbehavior is limited to interactions with Judy.The team agreed that hair pulling is the highest priority and will be the target behavior to reduce through intervention.The team created an ABC hypothesis statement based on indirect assessment.

25. Practice: Bob’s ABC HypothesisHypothesis StatementWhen [Antecedent] occurs, the student [problem Behavior] in order to [Consequence (function)].ExampleWhen Bob is assigned to a group with Judy, he pulls her hair in order to escape working with her.

26. Functional Assessment InterviewA more detailed indirect assessmentTarget behavior must already be identifiedConducted by the problem-solving team or experienced staff, with information provided by the teacher

27. Sample Functional Assessment InterviewIdentify the desired outcomes.Define the target behavior(s). Identify the typical antecedent and consequent events.Review the schedule.Summarize the information.Handout #14: Functional Assessment Interview

28. Observational Descriptive AssessmentsThese assessmentsAre repeated, direct observationsOffer a more formal analysis of the ABCsExamine the frequency of the antecedents and consequences that typically accompany the problem behaviorLook forVariations in the setting or time of dayWhether multiple antecedents or consequences maintain one behavior(Hanley, 2012)

29. Using Observational DataObservational data offer a stronger hypothesis, but collecting these data requires a more intensive process than indirect methods of assessment. The processIs more time consuming (because it requires repeated observations)Often requires an external observerRequires training to collect and interpret the direct observation data

30. Functional AnalysisExperimentally manipulates environmental variables thought to influence behaviorConfirms which antecedents or consequences maintain the problem behaviorRequires a specialist, is very time intensive, and should only be used when needed(Hanley, 2012)

31. What if There Are Multiple Likely Functions?Start with a function that suggests an easy solution.Easier solutions are more likely to be implemented correctly and consistently (Gresham, 1989).If the intervention does not work, test a different function with a different intervention.Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

32. Function-based Interventions

33. Develop an Intervention Plan Based on the Function of Behavior

34. Linking Hypothesis to InterventionThe intervention should address the identified function of the behavior.Select or adapt evidence-based interventions or strategies that are a match for theFunctionStudent’s characteristicsSettingInterventionist preferences/ skillsWhat student characteristics might impact intervention selection?

35. Handout #15: Function-Based Behavior Intervention PlanUsing Functional Assessment: Competing Behavior Pathway(Horner, 2004)

36. Intervention Adaptation36

37. Function-Based AdaptationsIf functional assessment suggests that the supplemental intervention may still be an appropriate match, consider adapting that intervention rather than starting from scratch.

38. How Can the Supplemental Intervention Be Adapted?Does the student needMore time for the intervention to work?A higher dose of the intervention?Academic support?Skill instruction?A motivational component?

39. Check-in/Check-out Example

40. Function-Based Intervention StrategiesStrategies are organized by the type of reinforcement maintaining the behavior.Negatively reinforced behaviors allow the student to escape or avoid something (e.g., a task or a particular environment).Positively reinforced behaviors allow the student to gain something (e.g., attention, a desired object, the opportunity to do a preferred activity, sensory stimulation).Handout #16: Function-Based Intervention Strategies

41. Select an Intensive, Evidence-Based Intervention (EBI)Reminder: EBIs are treatments that rigorous outcome evaluations have proven are effective.This does not mean they will be effective for every student in every situation.This is why we monitor progress.Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

42. NCII Behavioral Interventions Tools Charthttp://www.intensiveintervention.org/chart/behavioral-intervention-chartIntervention developers submitted studies as evidenceStudies were reviewed in terms ofParticipantsDesignFidelity of ImplementationOutcome measuresEffect size/ results

43. EBI Network: Interventions for Helping the Student Perform the Expected BehaviorAcquisition Interventions:The student needs help learning the appropriate behavior.http://ebi.missouri.edu/?cat=10Generalization Interventions:The student needs help doing the behavior at a new time or in a new setting or manner.http://ebi.missouri.edu/?cat=15Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

44. EBI Network: Proficiency InterventionsNegative reinforcement:The student escapes or avoids something (e.g., an academic or social task) when he or she engages in the behavior.http://ebi.missouri.edu/?cat=30Positive reinforcement:The student gains something (e.g., attention) when he or she engages in the behavior.http://ebi.missouri.edu/?cat=29Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

45. NCII Examples of EBIsFor attention-motivated behaviors:Check In Check Out (CICO; see Part 3)Non-contingent reinforcement (NCR)For escape-motivated behaviors:Antecedent modificationInstructional match (“Can’t do”—prerequisite skills)Handout #8: Examples of Evidence-Based InterventionsSource: Evidence Based Intervention Network (http://ebi.missouri.edu)/

46. What Is Non-Contingent Reinforcement (NCR)?A powerful method to reduce attention-seeking problem behaviorGives the student frequent access to a reinforcer so that he or she is no longer motivated to exhibit disruptive behavior to obtain that same reinforcer (i.e., saturates the environment with the reinforcer before the behavior occurs)Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

47. Who Might Benefit From NCR?Photo Credit: http://www.flickr.com/photos/familymwr/4919451795/; http://creativecommons.org/licenses/by/2.0/deed.enNCR was originally studied with severely autistic students but is effective across students and behaviors. It uses the individual’s preferred reinforcer.

48. Practice: NCRExample: A student consistently engages in disruptive behaviors to get attention during story time.Possible solution: The teacher will provide appropriate attention prior to the student “asking” for attention by exhibiting the “problem behavior” (e.g., the student sits with the teacher while she reads the book).

49. Critical Components for SuccessIdentify the function of the problem behavior.NCR is for attention-seeking behavior.Schedule NCR to minimize problem behavior.NCR is most effective with a heavy dose of reinforcement early in the day.

50. Critical Components for SuccessIgnore problem behavior after the schedule is initiated.Slowly fade NCR as the problem behavior declines.Note: NCR is good teaching practice, so it should never be “stopped.”

51. What Is Antecedent Modification?Alter antecedents to escape-motivated behavior toDecrease inappropriate behaviors Increase appropriate behaviors (e.g., increase engagement in the task the student is avoiding)Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

52. How Is Escape Maintaining the Problem Behavior?The student does not have to do something when he or she exhibits the problem behavior. The problem behavior is “working” for the student by allowing him or her to escape something that he or she does not want to do (or cannot do).Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

53. Example: Escape BehaviorA student wants to escape a non-preferred activity, such as mathematics or physical education. Every time the teacher announces the start of a specific activity, the student starts engaging in disruptive behaviors (e.g., runs away, shouts out, pretends to sleep).

54. Strategies to Make the Task Less PunishingHelp the student perform the task byPreteaching the skills or contentTeaching/modeling how to perform the task step by stepAddress motivation:Allow students to choose the task or the sequence of tasks they will complete.Modify the task to increase engagement.When teaching the task, remember that some students may need explicit instruction and repeated practice in multiple settings.

55. Critical Components for SuccessProvide positive reinforcement (e.g., praise) for engaging in the activity.Initially, reinforce appropriate behaviors in shorter intervals (e.g., change the schedule of reinforcement or task demand).Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

56. Instructional MatchPhoto credit: http://www.flickr.com/photos/charlottel/154443920/; http://www.flickr.com/photos/dno1967b/8703319368/; http://creativecommons.org/licenses/by/2.0/Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

57. When Do We Use Instructional Match?Instructional match is used to address escape behavior related to academic tasks that are simply “too hard.” For example, a student might not be successful because the instructional materials are too difficult, or because he or she does not have the prerequisite skills.Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

58. Characteristics of Instructional MatchStudents who are failing academically are frustrated and often act out.Instructional mismatch may reflect thatThe student lacks knowledge or skills in the subjectThe student lacks the skills needed to complete the taskThe student is struggling with the pace or duration of the task Students with attention difficulties may struggle with certain tasks even if they have the basic skills.

59. Cycle of Learned HelplessnessSource: Seligman & Maier (1967)

60. Ways to Improve Instructional MatchPreteach content or skills.Reduce the difficulty of the task.Break down tasks into smaller, more manageable subtasks.Use curriculum-based measurement (CBM) to determine the appropriate instructional level.Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

61. Resources for Determining Instructional LevelCenter on Response to Intervention http://www.rti4success.org/Training modules on academic assessmentScreening tools chart http://www.rti4success.org/resources/tools-charts/screening-tools-chartNational Center on Intensive Intervention Using Academic Progress Monitoring for Individualized Instructional Planning (DBI Training Series Module 2) http://www.intensiveintervention.org/resource/using-academic-progress-monitoring-individualized-instructional-planning-dbi-trainingProgress monitoring tools chart http://www.intensiveintervention.org/chart/progress-monitoring

62. Practice: Instructional (Mis)MatchDoing addition problems without being able to countJournal writing without being able to form two- or three-word sentencesDrawing without fine motor skills (such as pencil grip)

63. Critical Components for SuccessAccurately assess the student’s current level of ability.Match curriculum and teaching materials to the student’s instructional level.Match the task demands to the student’s current skill levels to ensure success.Differentiate instruction whenever possible and appropriate.Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

64. Classroom Culture and Wraparound Services

65. Considering Additional SupportsClassroom culture. Teachers support student behavior and the impact of the intervention.Wraparound. Students with intensive behavioral issues often have other needs that require services beyond those provided by the school alone.

66. At All Levels of Support:Consider Classroom CultureIs the classroom focused on positives for guidelines, rewards, and consequences?Do instructional practices group together students who are likely to support or complement each other’s problem behavior?Are there mechanisms in the classroom that allow students to feel as though they are being heard?

67. Classroom CultureWhat are student and teacher perceptions of fairness?Is the classroom focused on student similarities or differences?Is group problem solving part of classroom activities?Are social skills directly taught as part of the classroom curriculum?

68. Wraparound“Wraparound is both a philosophy of care and a defined process for developing a plan of care for an individual youth and his/her family (Burns & Goldman, 1999). Wraparound supports students and their families by proactively organizing and blending natural supports, interagency services, PBS, and academic interventions as needed.”(Eber et al., 2009)

69. Wraparound PlanningThis involvesBuilding constructive relationships and support networks for studentsIncluding families, educators, and caregiversIncorporating community-based agenciesEmphasizing full and active partnerships with families

70. The Wraparound Team(VanDenBerg, Burns, & Burchard, 2008)Creates, implements, and monitors an individualized plan using a collaborative process driven by the perspective of the familyDevelops a plan that includes a mix of professional supports, natural supports, and community supportsBases the plan on the strengths and culture of the youth and their family Ensures that the process is driven by the needs of the family rather than the services that are available or reimbursable

71. DiscussionThink of a student that you know who needed more support than a single function-based intervention strategy implemented at school.Did this student need support from the broader community (i.e., wraparound)?How could changes in classroom culture enhance other supports?

72. Documenting Intervention and Evaluation

73. What Should Intensive Intervention Plans Include?A description of what the intervention will look like (i.e., steps or procedures)Information about what materials and/or resources are needed and whether these are available within existing resourcesInformation on roles and responsibilities with respect to intervention implementation (i.e., who will prepare any needed materials and run the intervention)Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

74. What Should Intensive Intervention Plans Include?The intervention schedule Information about context (where and with whom)Details about how the intervention and its outcomes will be monitored and analyzed:Who collects what measures? When?What are our decision rules? What criterion are we comparing student outcomes against?Source: Evidence Based Intervention Network (http://ebi.missouri.edu)/

75. Considerations for Behavioral GoalsBehavioral interventions shouldReduce problem behaviors that interfere with school successIncrease behaviors that contribute toParticipation in school and the communityInterpersonal relationshipsIndependence

76. Plan for Fidelity of ImplementationTeaching Coaching and feedbackScripts for adults to follow Data collectionFollow-up support meetingsFollow-up data evaluation

77. Implementing and Monitoring OutcomesDetermine the plan and who is responsible for executing the plan at each step.Identify training and resources.Monitor the plan.Use a cycle of support.

78. Evaluate the Plan

79. Data-Based DecisionsWere the goals of the support plan achieved?Was the plan implemented consistently and with integrity?Is more assessment needed?How should the plan be modified?

80. Is the Plan Working?Compare baseline data to the student’s current performance during the intervention.Has the intervention made a difference?If you have seen an improvement, is it enough to meet the student’s goals or decision rules for responsiveness?

81. If the Plan Is Working…Continue to implement your interventions until you feel they are no longer needed or no longer working.When the student meets his or her goals, considerSimplifying the plan to make it more efficientFading or terminating the plan

82. If You Terminate the Plan…Continue to collect data to determine whether any positive effects are maintained following plan termination.If behavior worsens, provide the student with more support.

83. What if the Plan Is Not Working?Ask the following questions:Is the progress monitoring tool sensitive to change?Was the intervention implemented with fidelity?Was the student engaged in the intervention?Is the intervention a match for the student’s needs?

84. Case Study: Supporting Ryan With DBI

85. NCII Sample Behavioral Progression (Ryan)*CEEDAR and NCII do not endorse products. We use Check In Check Out (CICO) for illustrative purposes only.

86. Intensify the InterventionIf appropriate, begin by intensifying the supplemental intervention.Possible ways to intensify includeProviding the intervention more oftenProviding longer intervention sessionsIncreasing reinforcementProgress monitor the student’s response to intensified intervention before moving to diagnostic assessment.

87. Intensifying Ryan’s CICOMore frequent check-insIncreased reinforcement for meeting goals:More frequent reinforcementMore student choice in terms of the reinforcer used

88. Ryan: Informal Hypothesis MeetingBecause Ryan was not responding to CICO, the team met to review progress monitoring data.

89. NCII Sample Behavioral Progression: Ryan

90. Ryan’s CICO DataThe team’s review of the CICO cards shows he struggles to earn points for “Be Respectful.”Teachers note he often disrupts class with both verbal (yelling out) and physical (throwing pencils, touching peers) outbursts.

91. Ryan: Team HypothesisRyan will benefit from social skills instruction in appropriate ways to get attention from others, as well as instruction and monitoring in goals specific to his needs.We will come back to this hypothesis when we talk about adaptations in the next section.

92. Ryan: Adapting CICO

93. Ryan’s Modified CICO CardAdaptation: Ryan will join a social skills group that works on showing respect through language and physical interaction.GOALS Period 1Period 2Period 3LunchRecessPeriod 4Period 5Be SafeKeep hands and feet to yourself.0 1 20 1 20 1 20 1 20 1 20 1 20 1 2Use strategies to cool down.0 1 2 0 1 20 1 20 1 20 1 20 1 20 1 2Be RespectfulUse kind words. 0 1 20 1 20 1 20 1 20 1 20 1 20 1 2Give others space.0 1 2 0 1 20 1 20 1 20 1 20 1 20 1 2Work Hard Ask for help when you need it.0 1 20 1 20 1 20 1 20 1 20 1 20 1 2Follow directions the first time.0 1 2 0 1 20 1 20 1 20 1 20 1 20 1 2TOTAL         

94. Ryan’s Progress Monitoring Data

95. Ryan: Functional Assessment to Plan Intensive Intervention

96. Ryan’s Functional AssessmentTeacher and parent interviewsDirect observations

97. Ryan’s Behavior Intervention PlanExplicitly teach positive replacement behaviors with examples, a rationale, modeling, and practice with feedback:Initiating contact with peers Appropriately making requests for assistanceContinue check-ins with modified goals, providingIncreased opportunity for practice and promptingReinforcement for appropriate behavior

98. Ryan’s Progress Monitoring PlanThe team continues tracking ODRs and modified CICO card points.The teacher continues completing daily DBRs that recordDisruptive behaviorAcademic engagementAppropriate requests for assistance

99. Ryan’s DBR: Appropriate Requests for AssistanceDefinition: Ryan asks his teacher or a peer (during an appropriate group work situation) for help with an assigned task in a non-disruptive manner.Examples: Ryan raises his hand and is acknowledged by the teacher before asking a question during classwide instruction or asking for help during independent seatwork.

100. Ryan’s DBR: Appropriate Requests for AssistanceNon-examples: Ryan calls out for help when it is inappropriate to speak out and without being acknowledged. Ryan tries to copy a peer’s work.Anchors/scale: Of all the times Ryan appears to need help with a task, the estimated percentage of times he asks for help appropriately.

101. Ryan’s Data After Six Weeks of Receiving the New InterventionODRs decreased; none in the last two weeksMet CICO points goal on 90 percent of the daysTeachers reported that Ryan was making progress in his social interactions

102. Ryan’s DBR DataStandard DBR behaviors reached typical class levels:80 percent for academic engagement10 percent for disruptive behaviorRyan’s requests for assistance were appropriate 70 percent of the time (compared to 10 percent of the time before the intervention was implemented).

103. Next Steps for RyanThe teamDetermined that Ryan continues to need this level of support to be successfulWill continue to implement the intervention plan with no changesWill continue collecting and evaluating data

104. In SummaryDBI is a process that consists of ongoing assessment, intervention, evaluation, and adjustment to maximize student outcomes. Intensive interventions will not look the same for every student. They are individualized based on a student’s unique needs.Students requiring intensive intervention are likely to need it for a significant amount of time.

105. Things to RememberDBI is intense—relatively few students should require it (3 to 5 percent of the school population).Academic and behavior supports do not exist in isolation.Do not make too many intervention adaptations at the same time.

106. Restraint and Seclusion

107. Restraint and SeclusionExtreme measures that should only be usedWhen a student’s behavior risks harm to his or her self or others.By trained, qualified staff.

108. U.S. Government Accountability Office (GAO) Report on Restraint and Seclusion (2009)State regulations governing the use of restraint and seclusion in public and private schools varies widelyNo reliable national data on when and how often restraint and seclusion are being used in schools, or on the extent of abuse resulting from the use of these practices in educational settings. http://www.gao.gov/products/GAO-09-719T

109. Additional US GAO FindingsSeveral hundred cases of alleged abuse, including deaths that were related to the use of restraint and seclusion of children in public and private schools, were documented.Problems with untrained or poorly trained staff were often related to many instances of alleged restraint and seclusion abuse.

110. U.S. Department of Education Office of Civil Rights (OCR)Provides operational definitions of:Physical RestraintMechanical RestraintSeclusion(U.S. Department of Education, 2012)

111. OCR Definition of Physical RestraintPhysical restraint is “a physical restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely.”(U.S. Department of Education, 2012, p. 9)

112. OCR Definition of Mechanical RestraintMechanical restraint is “the use of any device or equipment to restrict a student’s freedom of movement.” (U.S. Department of Education, 2012)

113. OCR Definition of SeclusionSeclusion is “the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving.”(U.S. Department of Education, 2012)

114. U.S. Office of Department of EducationFifteen principles for using restraint and seclusion in schools http://www2.ed.gov/policy/seclusion/index.html

115. Highlights of Restraint and Seclusion PrinciplesPrevent the need for use of restraint and seclusion through positive behavioral strategies and other supports that address the underlying cause of behaviorSchools should never use mechanical restraintsPhysical restraint and seclusion are only used, by those trained in their safe use, in cases of imminent danger of serious physical harm to self or othersEvery instance is monitored and reported to parents, who are informed of relevant policies and laws

116. Additional Resources

117. NCII DBI ResourcesData-Based Individualization: A Framework for Intensive Intervention http://www.intensiveintervention.org/sites/default/files/DBI%20a%20Framework%20for%20Intensive%20Intervention.pdfIntroduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior (DBI Training Series Module 1) http://www.intensiveintervention.org/resource/introduction-data-based-individualization

118. NCII Behavior ModulesUsing FBA for Diagnostic Assessment in Behavior (DBI Training Series Module 6) http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6Designing and Delivering Intensive Intervention in Behavior (DBI Training Series Module 8) http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8

119. References(listed in order of appearance)(4) National Center on Intensive Intervention. (2013). Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/introduction-data-based-individualization (5) Lewis, Tim. School-Wide Positive Behavior Supports: Implications for Special Educators. OSEP Center on Positive Behavioral Intervention and Supports. Retrieved from: https://www.pbis.org/common/cms/files/pbisresources/tlswpbsimplications4sped.ppt (6, 8-11) National Center on Intensive Intervention (2013). Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/introduction-data-based-individualization (14-15,17,18,19-20,23,27) National Center on Intensive Intervention. (2013). Using FBA for Diagnostic Assessment in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6

120. References(listed in order of appearance)(28, 30) Hanley, G. P. (2012). Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Behavior Analysis in Practice, 5 (1), 54-72. (31) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (34) National Center on Intensive Intervention (2013) . Using FBA for Diagnostic Assessment in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6 (35) Horner, R. (2004). Behavior Support Plan Template. Retrieved from www.pbis.org/common/pbisresources/tools/BSP_Template.doc(36, 38) National Center on Intensive Intervention (2013). Using FBA for Diagnostic Assessment in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6 (39-40) National Center on Intensive Intervention. (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8

121. References(listed in order of appearance)(41) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (42) National Center on Intensive Intervention . Behavioral Intervention Chart. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/chart/behavioral-intervention-chart (43-46) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (47-50) National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8 (51-52) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (53-54) National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8 (55-57) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/

122. References(listed in order of appearance)(58) National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8 (59) Seligman, M. E. P., & Maier, S. F. (1967). Failure to escape traumatic shock. Journal of Experimental Psychology, 74(1). Retrieved from http://psych.hanover.edu/classes/learning/papers/seligman%20maier%201967.pdf (60) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (62) National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8 (63) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (66-67) Edmiston, M. (2013, December). Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity. Training session presented at Dr. Martin Luther King, Jr. Elementary, Utica, NY.

123. References(listed in order of appearance)(68) Eber, L., Hyde, K., Rose, J., Breen, K., McDonald, D., & Lewandowski, H. (2009). Completing the continuum of schoolwide positive behavior support: Wraparound as a tertiary-level intervention. In W. Sailor, G. Dunlop, & G. Sugai (Eds.). The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Research and Training Center for Family Support and Children’s Mental Health. (69) Edmiston, M. (2013, December). Implementing Positive Behavioral Interventions and Supports (PBIS) with Fidelity. Training session presented at Dr. Martin Luther King, Jr. Elementary, Utica, NY. (70) VanDenBerg, J., Bruns, E. J., & Burchard, J. (2008). History of the wraparound process. In E. J. Bruns & J. S. Walker (Eds.). The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Research and Training Center for Family Support and Children’s Mental Health. (73-74) Evidence Based Intervention Network. Retrieved from: http://ebi.missouri.edu/ (76-77,79-83) National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8 (85-105) National Center on Intensive Intervention (2013). Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/introduction-data-based-individualization

124. References(listed in order of appearance)(108-110) U.S. Government Accountability Office (2009). SECLUSIONS AND RESTRAINTS: Selected Cases of Death and Abuse at Public and Private Schools and Treatment Centers. Washington, D.C: U.S. Government Accountability Office. Retrieved from: http://gao.gov/products/GAO-09-719T (111-115) U.S Department of Education (2012). Restraint and Seclusion: Resource Document. Washington, D.C. Retrieved from: http://www2.ed.gov/policy/seclusion/restraints-and-seclusion-resources.pdf (117) National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Washington, DC: Office of Special Education, U.S. Department of Education. Retrieved from: http://www.intensiveintervention.org/sites/default/files/DBI%20a%20Framework%20for%20Intensive%20Intervention.pdf National Center on Intensive Intervention (2013). Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/introduction-data-based-individualization(118) National Center on Intensive Intervention (2013). Using FBA for Diagnostic Assessment in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/using-fba-diagnostic-assessment-behavior-dbi-training-series-module-6 National Center on Intensive Intervention (2014). Designing and Delivering Intensive Intervention in Behavior. Washington, D.C: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention. Retrieved from: http://www.intensiveintervention.org/resource/designing-and-delivering-intensive-intervention-behavior-dbi-training-series-module-8