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It is believed that these provisions provide students with disabilities with improved services and professionals with a better understanding of student behavior.
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Current Conditions
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Though adding FBA and BIP to the law promotes better standards of practice, it also has the potential to cause more paperwork and logistical problems for school teams. Current practice seems to emphasize procedural compliance more than productive behavior planning and intervention ("Special Educators Share Their Thoughts", 1999).
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Project Description
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The purpose of this project was to evaluate an initial design of an Online FBA and BIP. It was hoped that examining this resource would serve two functions. The first function of the Online FBA and BIP would facilitate the proper use of FBA by directly linking the assessment processes to the intervention process. The second function of the online FBA and BIP was to improve the efficiency and effectiveness of the processes. A streamlined process would allow school personnel to spend more time in direct service and less time doing paperwork. This study is being designed to answer the following questions:
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- What do practitioners see as important within a working Online FBA and BIP?
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- In order the make the FBA and BIP more efficient and effective what should this resource be able to do?
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- What should be key components to the visual interface of such a resource?
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Method
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After the initial draft of the online resource one large urban district was recruited to participate in the study. The district was asked to select two school teams to take part in a focus group. The focus group was introduced to the major components of the online FBA and BIP. The whole group was asked to react to these components. A focus group was formed to evaluate the initial design of the Online FBA and BIP. The initial meeting took place to evaluate the first draft of the program, and this meeting lasted 2 hours. Four other sessions took place via e-mail and conference calls. In the initial meeting participants were introduced to the Online FBA and BIP. This was done by the presenter demonstrating the technology via digital projection system. After the presentation participants were given an opportunity to ask questions regarding the design of the technology. The group was then asked to generate oral feedback on the following areas: benefits and barriers, possible solutions to barriers, and ways to streamline input requirements for operation. After this meeting a final version was created. Four other e-mail or phone conferences took. During the other four sessions participants gave feedback on the changes made to the initial design. This group also gave ideas that could be incorporated in future versions of the Online FBA and BIP
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Participants
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The participants of the focus group included two school-based teams from a large urban district in Illinois. Each team consisted of a school psychologist, a social worker, a special education teacher, a speech pathologist, a district supervisor, and the school’s principal. Of these people one psychologist, one social worker, and both teachers participated in all sessions.
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Initial Design
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The initial design of the Online BIP and FBA was developed by taking standards used in numerous district forms and that of O'Neill, et al., (1997). The standards were adapted to meet the needs of an online interactive format. Though online, the format is standard in the field of special education and is used by every district I've ever worked in. The standard format allowed the focus group members to recognize the components of the data forms. No group members were unfamiliar with these components.
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Results
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During the first meeting the participants were asked to orally communicate the benefits and barriers of the online project. They were then asked to brainstorm possible solutions to barriers and finally design ways to streamline input requirements for operation. Some of the comments were expected other comments were not expected. The most beneficial comments were the barriers and ideas for solution to the barriers.
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Benefits
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As expected, many of the benefits were based around the reduction the paperwork associated with completing a FBA and BIP.
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"I can see where this could reduce the redundancy of filling out all the pages."
"Even though you have to still fill in a lot, it does seem to go faster and make more sense."
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| One group member commented on the use of the Online FBA and BIP to link the assessment piece with the intervention piece |
"I like that you complete the assessment and then move to the intervention and the program presents what you just assessed."
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Another group member commented on how this could help new teachers.
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"This would be easy for new teachers to complete, it takes them through the assessment and the plan."
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Barriers
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The barrier that was talked about the most was related to student confidentiality. From the researcher's view this was unexpected, after one group member brought it to the floor many other members discussed the issue.
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"Where does the information go when it is entered? Doesn't this go against student confidentiality?"
"I don't know if the Internet is a safe place to put student information."
"I think that our (district) lawyers would have to assess this before someone in our district used it."
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Another barrier was that the Online FBA and BIP is only "online". This member was interested in taking data using a stand along laptop and or a handheld computer. Once, this barrier was brought up the entire group agreed.
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"This software would be great if I could take observe a student with my laptop. Or even if the district bought handheld computers, like those Palm Pilots. Is this only going to be on the Internet?"
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The barrier that received the least amount of conversation was the amount of information needed to fill out the forms. The subject was brought to the group's attention by the researcher. Then a couple people commented on it.
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"There is a lot of information to fill out, but no more then what we normally have to do. It would be great if it was reduced but there's just no way to do that."
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Solutions and Streamlining
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After generating the barriers for the Online FBA and BIP the group was asked to develop solutions for the barriers and ways to streamline the program. Many of the solutions were attributed to the format of the program. The group thought that if this program could be placed on the district's Intranet or on stand alone machines it would avoid problems with student confidentiality. Many members also thought that a program that could record data using a handheld computer or laptop would significantly reduce the time and information needed to feel out the necessary fields. They thought that developing such a format would streamline the program because then the data (from the handheld or laptop) could be uploaded to the databases. This in turn would significantly reduce the time needed to complete the FBA and BIP.
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Development and Limitations of the Final Product
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Because the project was a course requirement, the final product had to be developed within a semester. Given the time and technical resources available, the final product did not reflect many of the comments given by the focus group. The final product was developed in a similar format to the initial program. It is to be used on the Internet and does not have any security features (i.e. secure server, password accessibility, etc.). Due to concerns with confidentiality and the usefulness of the online format, one group member commented that maybe the final product would best be used to train teachers and students how to conduct a FBA and BIP. The entire focus group was interested in seeing research continue on this project. |
Conclusion
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| The field of special education is still in the beginning stages of utilizing technology to enhance productivity. The initial idea of this project was to create a tool that streamlined process of FBA and BIP while not losing the standards of best practice. Although the lofty goal of streamlining processes was not reached, the project did create an online format that included all of the standards associated with FBA and BIP best practice. Further designs need to be created and evaluated that study best practice and streamlining work requirements. If programs such the Online FBA and BIP are to be useful developers have to evaluate the concerns of confidentiality and the format in which the actual data is taken. Based on the comments from this focus group a handheld device could stream the FBA and BIP process. |
References
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Individuals with Disabilities Education Act Final Rules, 34 C.F.R. § 300 (1999).
O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J.R., Storey, K., Newton, J. S. (1997) Functional Assessment and Program Development for Problem Behavior (2nd ed.) New York: Brooks/Cole.
Special Educators Share Their Thoughts on Special Education Teaching Conditions. (1999 June/July). Council for Exceptional Children Today, 5, p.1-15. |
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