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

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· A

PQI (Links to an external site.)

·

apqi_combined TUT

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·

Detailed_ABA_Program_Assessment

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·

QualityInclusivePracticesChecklist

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·

MHS APERS March 2011

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Select any 2 tools that relate to your path! 

Create a brief summary (1 page) of what 
each evaluation tool addresses and how it fits with your pathway.  Please provide what information you will extract from the tool and what you, as a behavior analyst, can do with the information you gather from it (pros and cons of the tool).  

Be sure to clearly list/cite tools you are reviewing.

· Suggestions:

· Path A: focus on FBA/BSP and classroom integration

· Path B: focus on PBIS and classroom management implementation

· Path C: focus on fidelity of school-wide behavior systems

Links to an external site.

Part Two: Develop a Tool

Description: Develop a tool that will allow you to reflect on your consultation services from your own point of view. Consider the development of this as a means for continuous improvement on your part. As you provide services to others what is your goal, what are your expected outcomes, did you deliver what you promised, etc.?  Provide a minimum of 2 references in APA format

Here are samples from past semesters…

SAMPLE 1

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SAMPLE 2

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SAMPLE 3

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SAMPLE 4

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Rubric

Project Rubric 6

4 pts

Fully

2 pts

Partially

0 pts

Not Present

4 pts

4 pts

Fully

2 pts

Partially

0 pts

Not Present

4 pts

4 pts

Fully

2 pts

Partially

0 pts

Not Present

4 pts

Project Rubric 6
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeEvaluation tools selected align with chosen path	3 pts Fully 1. 5 pts Partially 0 pts Not Present	3 pts
This criterion is linked to a Learning OutcomeDescribes how evaluation tool fits with chosen path				4 pts Fully 2 pts Partially 0 pts Not Present				4 pts
This criterion is linked to a Learning OutcomeCritical and thorough evaluation of pros/cons of each tool
This criterion is linked to a Learning OutcomeBrief summary of each tool
This criterion is linked to a Learning OutcomeWell-organized and well-written
This criterion is linked to a Learning OutcomeCreates a meaningful evaluation tool that allows you to reflect on your consultation services	5 pts Fully 2.5 pts Partially 0 pts Not Present	5 pts
This criterion is linked to a Learning OutcomeMinimum of 2 references in ABA format	1 pts Fully 0.5 pts Partially 0 pts Not Present	1 pts
Total Points: 25

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 the FBA so that an accurate FA may be completed. In
return, a function-based intervention will be added to the BSP.

McIntosh, K., Borgmeier, C., Anderson, C. M., Horner, R. H., Rodriguez, B., & Tobin, T. J.
(2008). Technical adequacy of the functional assessment checklist: teachers and staff
(FACTS) FBA interview measure.Journal of Positive Behavioral Interventions, 10
(1), 33-45.

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
the best of both worlds to create a token economy currency that utilizes a highly effective token
reward system and eliminates the need for students and staff to keep track of “fake” currency
that can be misplaced or taken.

References

Wheeler, D. G. (2017). The Effects of an Intangible Token Economy on Off-Task Behavior of
Kindergarten Students.

Yassine, J., Tipton-Fisler, L.A. Independent Contingency and Token Economy at Recess to
Reduce Aggression. Contemp School Psychol (2021). https://doi.org/10.1007/s40688-
021-00364-7

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: The
Functional Assessment Checklist for

Teachers and Staff (FACTS)

The Efficient Functional Behavior Assessment: FACTS is an interview that is
given to people (teachers, family, clinicians) who know a student the best in order to
help build a behavior support plan for the student. It should be administered by
someone who is proficient in implementing function based support, like a board certified
behavior analyst (BCBA). The interview only takes about 15-20 minutes and then a
short observation should be carried out to validate the results of the interview and to
form a hypothesis on the function of the target behavior(s). The FACTS identifies
strengths of the student to potentially be used in the intervention as preferred activities
or as reinforcement. It also identifies problem behaviors and the specific environments
that each behavior is most likely to occur. This provides the BCBA with context
surrounding the behaviors and gives insight into possible antecedents and
consequences. Once antecedents, setting events, and consequences that maintain the
problem behavior are identified, FACTS can be used to help identify a function and to
build and develop a support plan by a BCBA.

Pros – Interview takes a short amount of time (15-20
min)

– BCBA can gather important information about
target behaviors from people who are close to
the student without spending significant time
observing.

– Preferred/reinforcement stimuli can be identified
without carrying out preference assessments.

Cons – Indirect assessment that relies on the opinions
and perceptions of others. Some people who
are close to the student may have different
perceptions of the student’s behaviors (parent
vs. teacher)

– Confidence in the summary statement from the
interview may not be high enough to move a
plan into development.

Outcome for Student Specific Pathway – By using FACTS to interview people close to the
student (home, school, clinic), the BCBA can
gain insight into different aspects of their life that
may contribute to behavioral interventions.

– FACTS helps to determine and implement a
function based treatment within a behavior
support plan. This is an important tool to aide
FBAs and FAs.

Part 2:

My tool that would allow me to reflect on my consultation services would be
based on Bergan’s Model of Behavioral Consultation. Bergan’s model addresses
academic social, and behavioral problems while using ABA and a structured problem
solving approach to evaluate outcomes. My tool would involve a self rating system
which correlates to how each of the 7 components of this model was carried out
throughout my consultation. In addition, the consultee would be given the same rating
system to rate my consultation services. If applicable, a third party who was heavily
involved in treatment but not a direct consultee of mine could also fill out the rating
system. By taking the average of my self rating, consultee rating, and a potential third
party rating, I could have a good grasp on how I thought my consultation was vs. how
others view it in relation to Bergan’s model. Each rating would be accompanied by a
brief explanation. By comparing myself to this model, I can ensure that my consultation
was effective. The scale for each component would be as follows: 1- Strongly disagree,
2-Disagree, 3- Neither agree nor disagree, 4- Agree, 5-Strongly agree.

1. The consultee actively participated in designing, implementing, and evaluating a
plan. The consultee learned what and how to implement what the consultant was
teaching.

2. The client can be involved in the same capacity as the consultee is in order to learn
problem solving techniques. The involvement was dependent on the ability of the
client, the problem itself, and how the consultee wanted the client to participate.

3. There is a knowledge link between consultant and consultee. The consultant
became a methodical teacher and the consultee became a student who learned
hands on in a clinical environment.

4. Decisions made for the client are based on evidence based practices. Direct
observations of the client’s behavior allowed the consultant to suggest methods that
are backed by evidence.

5. Consultation seeks to define the problems specific to the client. Consultation was
used to determine goals unique to the client.

6. Environmental factors are crucial in controlling behavior and these conditions were
altered using behavioral techniques.

7. Focuses on goal attainment instead of what is wrong with the client. Showed
progress of client and focused on what has been achieved.

References

Erchul, W. P., & Martens, B. K. (2002). School Consultation: Conceptual &
Empirical Bases of Practice (3rd Ed., p. 93). Kluwer Academic/Plenum Publishers: New
York.

Brinkman, Tara M, et al. “Writing Comprehensive Behavioral Consultation Reports:
Critical Elements .” International Journal of Behavioral Consultation and Therapy,
vol. 3, no. 3, 2007, pp. 372–383.