Questions About Behavior Functions form

The QABF is a peer-reviewed questionnaire that helps determine the function of the behavior. The function of the behavior answers the question, “why are they doing that?” or “what are they trying to communicate?”. Often, when people lack sufficient communication skills to communicate their feeling, needs, and wants, they use behaviors to communicate those feelings, wants, and needs. 

By using the QABF, we can better determine what the student might be communicating and use that information to develop adaptive communication skills that will result in the student’s needs and wants being met more easily because everyone in the environment will be able to understand them better. 

The five categories of possible functions that the QABF considers are attention, escape, nonsocial, physical, and tangible. Attention means that the student is engaging in the MB to get the attention of anyone in the environment including what some might consider positive or negative attention such as reprimands. Escape means that the student is engaging in the problem behavior to get out of a task or to leave an environment that they might consider aversive. Nonsocial means that the student would engage in that behavior regardless of the reactions of those in their environment. It is a behavior that just feels good or has a neurological effect. Physical means that the behavior is more likely to occur if the student is not feeling well or may hint at an underlying medical cause. 

It is possible that a problem behavior has more than one function.  

You can find the QABF form here. 

 WAVES 2020-21 Session Archives Available

Hopefully you’ve taken advantage of the free professional development opportunities that the Wyoming Department of Education provided this past semester. We know how hard you’ve been working to meet the needs of Wyoming students. If you missed a session or two, we’ve got you covered. Educators can access all the WAVES recordings and materials  below, or visit the Wyoming Instructional Network [lnks.gd]. 

WAVES 20-21 Session Archives [lnks.gd]

IDEA Legal Issues in COVID School Closures: FAPE, Compensatory Services, Other Issues - Jose Martin

There are special factors for IEP teams to consider during the pandemic. This session provides excellent guidance to assist you:

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

What About Us? PLC at Work Process for Grades Pre-K – 2 - Brian Butler and his co-authors 

Discover how to achieve the full potential of preK-2 classrooms through proven best practices aligned to the PLC at Work® process. Learn how to work in collaborative teams to determine essential standards, design assessments, monitor student progress, and more.

• Agenda [lnks.gd]
• Handout: What About Us? Reproducibles. [lnks.gd]
• Presentation slides [lnks.gd]

Conducting Comprehensive Evaluations - Bart Lyman

Explore the foundations and identify the specific components of a comprehensive evaluation.

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

Modern Issues in Least Restrictive Environment: Does the Mandate Really Apply Equally in All Context? - Jose Martin 

LRE is a foundation of IDEA. This will walk you through all the components to consider.

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

Goal Writing (K-12 focus) - Dr. Tessie Bailey

An overview of strategies for setting high quality Academic and Behavioral IEP Goals.

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]
• Handout: Strategies for Setting Data-Driven Academic IEP Goals [lnks.gd]
• Handout: Strategies for Setting High-Quality Behavioral IEP Goals [lnks.gd]

Comprehensive Evaluations & Observations for Early Childhood Pre-K – 2 - Annastashia Teepe

Take an in-depth look into conducting comprehensive evaluations and observations for children ages 3 - 8 as part of the referral process for special education. 

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]
• Handout: Time on Task Template [lnks.gd]

Addressing Postsecondary Transition: Student with Complex Needs - Ellen Condon

Find ways to encourage families, young adults, and support staff to stretch their thinking in the possibilities of postsecondary transition.

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]
• Handout: Unpaid Work Experiences, Volunteering, and Internships [lnks.gd]

MTSS 101 (K-12 focus) - Bart Lyman

Develop a basic understanding of MTSS components, learn the benefits of utilizing the framework, and begin to evaluate current practices through an MTSS lens.

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

Social Emotional Panel Discussion (Early Childhood focus) Panelists - Nikki Baldwin, Kathy Buchanan, Laura Fowler, Nicole George, and Tiffany Hunt

Panelists discuss some practical strategies/suggestions for educators to provide social emotional learning and support for our children and families while ensuring a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), while providing tips on how teachers can feel supported in their own social/emotional well-being among the COVID-19 pandemic.

• Presentation video [lnks.gd]

Trauma-Informed Care (K-12 focus) - Clark Fairbanks and Wendy Gaunter

• Presentation slides [lnks.gd]
• Presentation video (K-12 focus) [lnks.gd]
• Presentation video (Early Childhood focus) [lnks.gd] 

Trauma-Informed Care (Early Childhood focus) - Clark Fairbanks and Wendy Gaunter

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

Woodcock Johnson/Review of General Administration Procedures -  Dan Mayer

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]

Visual Impairment Eligibility Determination - Leslie Van Orman 

• Presentation slides [lnks.gd]
• Presentation video [lnks.gd]
• Handout: Letter to Kotler [lnks.gd]
• Handout: OSEP Memo 17-05 [lnks.gd]

Overcoming Poor Quality Tier 1 through Effective Implementation of High Leverage Practices/Evidence Based Practices - Dr. Tessie Bailey

Develop a quality Tier I through the selection and implementation of High Leverage Practices/Evidence Based Practices.

• Presentation slides [lnks.gd]
• Handout: Tier 1 High-Leverage and Evidence-Based Practices [lnks.gd]

Kindergarten Transition & Executive Functioning Skills - Deana Smith, Nikki Baldwin, and Amy Reyes

During this session, you will find ways to improve Kindergarten transition, help your students develop or improve their social/emotional and executive functioning skills, and learn strategies and ideas from teachers within the state  to help your student’s transition be more successful as they enter kindergarten. 

• Presentation slides [lnks.gd] (Deana Smith)
• Presentation slides [lnks.gd] (Nikki Baldwin)
• Presentation slides [lnks.gd] (Albany County)
• Presentation slides [lnks.gd] (Amy Reyes)
• Handout: Understanding and Supporting Transitions in Early Childhood Education [lnks.gd]
• Presentation slides: Brit Hoyt, Kate Kool, and Alex Goe [lnks.gd] (Teton County)
• Presentation Video: Kindergarten Transition & Executive Functioning Skills [lnks.gd] 

Avoiding Pitfalls in the IEP Process: Don’t fall prey to some commonly overlooked components of the IEP process - Stephanie Weaver

• Presentation video IN THE IEP PROCESS [lnks.gd] 
• Presentation slides ECE Goal Writing Strategies [lnks.gd] 
• Handout Overview of Goal Setting Strategies [lnks.gd] 

Goal Writing Strategies for Early Childhood: An overview of strategies for setting high quality Pre-Academic and Functional  IEP Goals - Dr. Tessie Bailey

• Presentation video Early Childhood Goal Writing Strategies (Pre-Academic/Functional) [lnks.gd] 
• Presentation slides ECE Goal Writing Strategies [lnks.gd] 
• Handout Overview of Goal Setting Strategies [lnks.gd] 

Welcome to the Communication Matrix

The Communication Matrix has created a free assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

Read more here. 

Autism Social Skills Profile

Download it here. See more of Scott Beliini's work here. 

Community-based Skills Assessment from Autism Speaks

The transition out of school-based services for students with autism can be difficult. There is no "one size fits all" plan for the path to adulthood.

The most important factor in creating a plan is to focus on the individual. His or her strengths, needs, challenges and preferences will be vital to a successful transition process.

The CSA helps parents and professionals assess the current skill levels and abilities of students with autism beginning at age 12. The results will help you develop a unique and comprehensive plan.

The tool is divided into three levels based on age. Eight areas of functional life skills will be assessed:

• Career path and employment
• Self-determination/advocacy
• Health and safety
• Peer relationships, socialization and social communication
• Community participation and personal finance
• Transportation
• Leisure/recreation
• Home living skills

The assessment uses both observation and interviews to measure the individual's knowledge, skills and behaviors.

Click here to read the introduction and learn more about the CSA. You can also read all about how it works here!

Diagnostic tests for autism spectrum disorder (ASD) in preschool children

Primary objectives 

1. To identify which diagnostic tools, including updated versions, most accurately diagnose ASD in preschool children when compared with multi‐disciplinary team clinical judgement. 

2. To identify how the best of the interview tools compare with CARS, then how CARS compares with ADOS. 

a. Which ASD diagnostic tool ‐ among ADOS, ADI‐R, CARS, DISCO, GARS, and 3di ‐ has the best diagnostic test accuracy? 

b. Is the diagnostic test accuracy of any one test sufficient for that test to be suitable as a sole assessment tool for preschool children? 

c. Is there any combination of tests that, if offered in sequence, would provide suitable diagnostic test accuracy and enhance test efficiency? 

d. If data are available, does the combination of an interview tool with a structured observation test have better diagnostic test accuracy (i.e. fewer false‐positives and fewer false‐negatives) than either test alone? 

As only one interview tool was identified, we modified the first three aims to a single aim (Differences between protocol and review): This Review evaluated diagnostic tests in terms of sensitivity and specificity.

Authors' conclusions

We observed substantial variation in sensitivity and specificity of all tests, which was likely attributable to methodological differences and variations in the clinical characteristics of populations recruited. 

When we compared summary statistics for ADOS, CARS, and ADI‐R, we found that ADOS was most sensitive. All tools performed similarly for specificity. In lower prevalence populations, the risk of falsely identifying children who do not have ASD would be higher. 

Read the full article here. 

Archived Webinar - Introduction to the Student Self-Evaluation Matrix

The Student Self-Evaluation Matrix allows students to rate themselves on their AT skills. The tool is useful to both students struggling to manage AT and assists students in enhancing self-awareness and problem solving with AT for better transition outcomes. The webinar session will discuss the foundations of the QIAT-PS project, the research behind the Student Self-Evaluation Matrix, and using the tool in K-12 and Postsecondary environments.

Webinar Recording: https://vimeo.com/236958613

Survey assesses well-being in adults with autism

A brief questionnaire written with guidance from people with autism is the first of its kind to assess quality of life among adults with the condition.

The new assessment features nine autism-specific questions intended as an add-on to a general quality-of-life instrument. The original was developed by the World Health Organization and is called the WHO Quality of Life-BREF (WHOQOL-BREF).

The new questions and scoring framework are available online, and could help scientists and clinicians judge the effectiveness of treatments.

Read more here at Spectrum. 

Archived Webinar - Technology Consideration and Assessment for Secondary Students

How do educators work to determine which tools and strategies a student might require in order to ensure a free appropriate public education (FAPE)? When it comes to the selection of technology, there are often numerous options that might be put into place. Educators at the secondary level can use a familiar framework to help analyze the situation and suggest what to implement from a least to most restrictive point of view. In this webinar, participants will have the opportunity to discuss and practice a method of assessing student needs that incorporates tools and strategies that take the least restrictive approach.

View the webinar here. 

Fall Trainings with Ann Garfinkle

In this training from Ann Garfinkle, learners will focus on the multi-level comprehensive autism planning system or (CAPS) to program for students with High Functioning Autism and Aspergers. The topics will include sensory differences, cognitive differences, motor differences, and emotional vulnerability with reinforcement strategies for a comprehensive look at programming, service delivery, and progress monitoring. The attendees will leave with a new mind-set of how inclusive settings can be modified/adapted for a positive learning experience.

Kalispell        Sept.  30^th              Red Lion Inn

Hamilton       October 7^th            Bitterroot Inn

   

Bozeman       October 28^th           Comfort Inn

Great Falls     November 8^th        Hilton Garden Inn

All trainings will be from 9:00 a.m. to 4:00 p.m.  Six OPI renewal units will be available for this training. This training is FREE from the OPI Montana Autism Education Project.

You can register for the trainings here. 

The link to the presentation handout is here.

You can find more information on the CAPS process here.

You can buy the CAPS book here.

DISCOVERY: A PERSON CENTERED PLANNING APPROACH - Billings

July 18 1nd 19, 2016 

This training will focus on how to use Discovery as an age appropriate transition assessment and an alternative to traditional assessments. The training will be a day and half. Directly following the training will be a technical assistance session for those interested in creating a plan on how to implement discovery on a particular individual.

Overview:
Discovery, rather than assessing what a student needs to learn, captures when a student is at his or her best and translates that into:
*what tasks a student would like to do for pay
*the type of work environment needed to be successful
*the pacing of tasks
*the type of supervisor and supports needed
*the conditions of work that highlight a student's contributions

Discovery is an optimistic, person centered planning approach that seeks to individualize work-based learning and employment outcomes for each student. Discovery provides a substitute to comparison based testing by utilizing already existing information from the student's life to gain insight into the student's strengths, skills, interests, and support needs. Discovery takes the student's entire life experience into account rather than forming assumptions based upon a single instance of performance. Discovery throughout students' transition years can be a work in progress that helps students form their career path development.

Participants will learn:
*the steps to Discovery
*how to see possibilities from daily routines
*observation skills from inside and outside an activity
*person centered interviewing
*descriptive writing
*translating students' information into possible work tasks

Read more here. 

GetMyFuture.org

GetMyFuture.org is a mobile-friendly web application from the U.S. Department of Labor that helps youth plan their careers, explore education and training options, and search and apply for jobs. The app includes career interest assessments, interactive informational videos, job search engines, and tips and best practices. It also connects young people to in-person career services and resources to overcome the challenges of addiction; homelessness; criminal conviction; or a lack of financial, family or community support.

Self-scoring autism screen overlooks problems in girls

Scarpa’s team used machine learning technology to create an automated, self-scoring version of the Modified Checklist for Autism in Toddlers (M-CHAT)-Revised. The test is a 20-item parent survey administered during an 18- or 24-month well-child visit; it takes about 10 minutes to fill out and 5 minutes for pediatricians to score. Based on the results, pediatricians can follow up with children showing signs of autism and determine whether to send them for a full diagnostic evaluation.

The automated version takes scoring out of the pediatricians’ hands, sidestepping the perils of human judgment and providing a clear-cut verdict on whether a child needs further testing, Scarpa says.

Her team looked at survey responses for nearly 15,000 toddlers. About 50 percent of the toddlers are white, 20 percent are black and 30 percent are of mixed or other backgrounds; the children’s mothers have a college education on average. The study included a roughly equal number of boys and girls.
The researchers fed the survey results into an algorithm that scanned them for meaningful patterns. The algorithm could accurately detect autism using only 12 of the 20 survey items, the researchers found. The responses from the remaining eight items — including a question that asked if a toddler engages in pretend play — did not provide meaningful data, Scarpa says.

The algorithm could also indicate whether a boy was at low, medium or high risk of autism, based on the responses.
However, in girls, it missed the crucial middle ground: It picked up on girls at high risk of autism, and those at low risk, but was unable to identify girls with mild autism symptoms.

Most of the 12 key questions evaluate a child’s ability to share another person’s focus on an activity or object, known as joint attention.
Girls with severe autism tend to have trouble with joint attention, and the algorithm correctly sorted them into the high-risk group. But it missed girls with mild or moderate autism who can follow another person’s gaze and interpret social cues, lumping them into the low-risk group along with typically developing girls.

Read more here.