MTSS/SEFEL Tier II Supports Training
Module 7: Steps in the Problem Solving Model- Evaluating the Effectiveness of the Strategy
Trainer Script
Module 7: Steps in the Problem-Solving Model: Evaluating the Effectiveness of the Strategy
Slide 1: Title Slide: Steps in the Problem Solving Model-Evaluate the Effectiveness of the Strategy
Slide2:Welcome
This is the last of our seven modules on Tier II. In this module, we will review the all of the steps in the Problem Solving Process and focus on the last step: evaluating the effectiveness of the strategy. We will also talk about when to move on from a strategy.
As we go through this module, you will find that it is more of an application module than one with content. In understanding how to determine the effectiveness of a strategy, we felt that it was important to provide opportunities to practice while looking at the data with a partner.
Slide3: Goals and objectives
Trainer note: Read objectives
Slide 4: Pre-learning Assignment and Group Activity
For the pre-learning assignment, we asked you to think of a time when you implemented a strategy to address a challenging behavior and to bring your responses to this training. For this activity, you will have the opportunity to share your responses with a partner. When I give the signal, I want you to take your responses and find someone in the room who you do not know or who is not at your table. Share your reflections from the questions. As a reminder, the questions are on the slide. They are:
- What was the behavior?
- How did you decide what strategy to put in place?
- Did you collect data?
- How did you know if the strategy was effective in decreasing the problem behavior?
- Did the strategy work?
- If not, what did you do?
You will have 10 minutes to talk with your partner. Be sure to give each other time to share.
[Trainer note: Ask participants to find someone they do not know or not at their table. After 10 minutes, ask participants to return to their table.]
Slide5: Review of steps in the Problem Solving Process
Before we review the last step of the Problem Solving Process, let’s review the previous six modules. Module 1 was an overview that covered the definition of a challenging behavior and components of plan for addressing challenging behavior. Modules 2 and 3 dealt with raising our own awareness of our implicit biases and the need to be mindful in our communication with families. Module 4 was about data collection and its importance in a problem solving process. In Module 5, we addressed the first two steps in the process: define the problem with precision, which included developing a Precision Problem Behavior Statement, and explore possible solutions. Module 6 covered choosing a strategy and acting on it. In this module, we will discuss evaluating the effectiveness of a strategy.
What does it mean to evaluate the effectiveness of a strategy? What does it look like? What do you need to be able to evaluate it?
[Pause for participants to respond.]
As we discussed in previous modules, data collection is crucial to decision making. We looked at data before we developed a Precision Problem Behavior Statement. Once a strategy is selected and implemented, we collect data to determine if the strategy worked and if the problem behavior has decreased. Let’s spend a few minutes talking about two forms of data collection.
Slide 6: Duration Data
Two of the most frequently used methods of data collection of challenging behavior in young children are frequency counts and duration data.
Duration recording is best for behaviors that occur over a prolonged period, such as temper tantrums, screaming or crying. Duration recording is usefulto determine the length of the behavior in order to reduce the length prior to extinguishing the behavior.
When conducting duration recording observers will need to:
- Write down the behavior that they will be looking for and its definition
- Make sure they have a time keeping device prior to the observation
- Write down the date and the time, for each observation. They need to:
- Write down the time the behavior began
- Write down the time the behavior stopped
- Calculate the length of time that the behavior lasted and write it in minutes or second
Slide 7: Duration Recording Chart
We have included an example of a Duration Data Chart on the slide for challenging behaviors that occurred when this child was having a tantrum. Note that the behaviors are specifically defined. After we talk about frequency data collection, I will share with you a spreadsheet that will allow you to enter both duration and frequency data and see graphs of both data.
Slide 8: Frequency Data
Another form of data collection is frequency data collection. This data collection method is useful to collect data daily on the frequency of the challenging behavior. In Module 4, we introduced you to the Classroom Behavior Record. Remember the CBR helps collect the occurrence, or frequency, of challenging behaviors. It also helps determine patterns of behavior. In addition, the CBR can be used to track data once a strategy or intervention is implemented.
After the teacher has collected the data, she will need to analyze it to determine if there is a reduction in the challenging behavior events.
Slide 9: Duration and Frequency Spreadsheet
The NC Early Learning Network developed a spreadsheet that will help you enter the duration and frequency of the behavior before and after the implementation of the strategy. There are two tabs on the spreadsheet: one for duration and one for frequency.You can use the spreadsheetgraphs to show trends in the data before intervention and the progress in decreasing the frequency of challenging behaviors after strategies have been implemented. Seeing behaviors in graph form can be helpful in analyzing the success of implemented strategies.
This spreadsheet is available to you to use. We hope this will be helpful as a tool to help you as you evaluate whether a strategy or intervention is working.
Slide 10: Frequency Spreadsheet link:
Before we begin the next activity, pull up the spreadsheet on your computer or device. It can be found at the link on the screen.
Take a couple of minutes to enter some numbers into both the duration and the frequency tabs. See how the graphs are developed as you enter data.
[Trainer note: allow participants a few minutes to pull up the spreadsheet and enter some numbers. Check to see if everyone is able to access and experiment with the spreadsheet.]
Was everyone able to access the spreadsheet? Did anyone have trouble entering information?
Slide 11: Evaluating the Effectiveness of a Strategy: Activity
We know it is often easier to learn to use a new tool by practicing. We also know having time to practice is sometimes a challenge. This next activity will allow you to take the frequency data for three children and enter it into the spreadsheet. Working with a partner, you will enter the data and determine if the strategy was effective. The information you will use for this activity is strictly for the purpose strictly for the purpose of practice using the tool. When you analyze the effectiveness of a strategy in the classroom, you will have many more pieces of data including duration, observation and anecdotal.
For this activity, you will work with a partner at your table. You and your partner will view the data collected on one of three girls who were part of a group that received Tier II supports. The three girls were identified by their teacher as having similar challenges. She selected a strategy to use with the small group of girls to give them more practice and targeted support.
Each pair at your table will have data on a different child in the group. The data are on a modified version of the Classroom Behavior Record. We modified the CBR for the purpose of our activity to show you data collected on a daily basis.
The tally marks identify occurrences of the challenging behavior. At the end of each day, note total instances of challenging behaviors. Total columns on the right hand side and at the bottom of each column.
There are two parts to this activity.
Part 1: With your partner, enter the data from your chart into the frequency spreadsheet. You will notice thatthere are blue cells on your chart. This indicates data occurring after a strategy is implemented. You will enter data collected prior to using the strategy under Column B: Number of Incidents Prior to Strategy. In Column C: Number of Incidents AfterStrategy, enter the data collected after you implemented a strategy.
Work together to answer these questions:
- Did the behavior decrease after the implementation of the strategy?
- If so, what would be your next step?
- If not, what will you do?
Any questions so far?
Part 2: Each pair at your table has data on a different child. Once each pair has completed entering the data and answering the questions, take turns reporting to the rest of your table about the child you collected data on and what you determined about the effectiveness of the strategy.
Take 15 minutes to do both parts of this activity. Be sure to allow time for each pair to share.
[Trainer note: Allow 15 minutes for this exercise. Monitor progress of the groups. After 10 minutes, be sure groups are sharing the data on their child with the others at their table. After 15 minutes, call the participants back together.]
Any questions or comments? Will this be a useful tool for you to use?
Slide 12: What happens next? When to move on
With the activity, were you able to tell when an intervention was working? Which of the three children in the activity responded to the intervention and showed an improvement in behavior? What might next steps be for her?
Which child showed improvement but needed another strategy introduced in order to be successful? What might be a next step for her?
What did you notice about Sherri? Her behavior got worse. What happens next for her?
If it is not working, how long do you keep trying the same strategy? When do you switch to another strategy? When do you move to Tier III supports, which include the Functional Behavior Assessment and Behavior Intervention Plan? None of these is easy questions to answer and each situation needs to be looked at carefully and individually. The severity of the behavior is taken into account. Your Problem Solving or Behavior Team will need to discuss how long to stick with an intervention, when to shift to an alternate strategy and when to refer to the Behavior Support Team for your district. Our next round of training will be on Tier III and will include information Functional Behavior Assessment and Behavior Intervention Plan processes. Stay tuned!
Slide 13: Involving Parents in Evaluating the Effectiveness of a Strategy
We have spent time in each module addressing ways teaching staff can engage and involve families in the Problem Solving Process. Parents help us define the problem and explore possible solutions. In addition, parents can assist with choosing appropriate instructional strategies and can use the same strategies in the home. It is important to involve families in the data collection. Parents may need support and encouragement once interventions are implemented. They may become discouraged or ready to abandon the strategies when the behavior escalates or does not immediately improve. The problem solving team can help parents understand that their child’s behavior has been serving the function of getting them what they want for a long time. Changing that behavior may take time.
Sharing data that shows that the challenging behavior is occurring less frequently helps families understand that the behavior is improving even if their child may still be exhibiting the challenging behavior. Seeing that a challenging behavior is beginning to improve at school may provide encouragement for sticking with the instructional strategies within the home environment.
For families who express a desire to participate in data collection at home you may want to share the data collection forms you are using at school or create or adapt forms that meet the needs of the family.
As you use data to analyze the effectiveness of an intervention, you may ask parents clarifying questions. These might include:
- What changes or improvements are you noticing with your child’ behavior at home?
- When are you noticing these improvements?
As you continue to work with the parents, remember to practice the techniques you learned in Module 3 about Communicating Mindfully with Families.
Slide14: Evaluating Effectiveness of Strategies and Questions: Coaches Panel
To wrap up this module and this training series, we want to let four coaches share some of their stories with you. We have asked them to share:
- How to determine the effectiveness of a strategy
- How to share data with a teacher/teaching staff
- How to involve families
After each has had a chance to share with you, we will give you a chance to ask them questions.
Trainer Note: You may assemble your own panel of professionals, or use the video of a panel of coaches provided in your training materials.
Slide 15: Questions and Wrap Up
Are the any additional comments or questions you have for us today?
Slide 16: Post-learning
Reflect on the steps in the Problem Solving Process:
What will you do to implement the steps in your work with young children and their families?
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MTSS/SEFEL Tier II Supports Training
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2017