Symposium: Beyond Observable Behavior

Measuring and Modifying the Function of Thought in School-Based Assessment

Date: March 7, 2026 | Time: 2:55 PM - 3:55 PM
Speakers: Rob Spain, Cristal Lopez, Megan Caluza

Slide 1: Title Slide

• Title: Beyond Observable Behavior: Measuring and Modifying the Function of Thought in School-Based Assessment
• Subtitle: Integrating ACT & Functional Analysis in Public Schools
• Presenters: Rob Spain, BCBA; Cristal Lopez, BCaBA; Megan Caluza, BCBA
• Affiliation: Kings Canyon Unified School District (KCUSD) Behavior Team

Slide 2: The Problem

• Headline: The Gap in Traditional FBA
• Bullet Points:
  • Traditional FBAs focus on observable antecedents/consequences.
  • Many students (K-12) exhibit severe behaviors (aggression, refusal) driven by private events (rigid thoughts, experiential avoidance).
  • "I'm stupid," "I can't do this," "It's too hard" → leads to escape.
  • Standard FBA misses the "function of thought."
• Visual Idea: Iceberg graphic. Top: Aggression/Refusal. Bottom: "I'm not good enough," "Everyone is watching me."

Slide 3: Our Solution

• Headline: A Dual-Lens Approach
• Core Concept: Wrapping ACT (Acceptance and Commitment Training) within a Functional Assessment framework.
• Key Components:
  1. Latency-Based Precursor Analysis: Identifying the thought before the behavior.
  2. ACT-Informed BIPs: Writing "psychological flexibility" into the IEP.
  3. Staff Training: Teaching paras to coach defusion, not just compliance.
  4. Data: Measuring physiological flexibility (CPFQ) & academic tolerance.

Part 1: The Assessment Phase (Rob Spain)

Paper: The Clinical Application of Precursor FA: Identifying Internal Drivers of Behavior

Slide 4: Moving Beyond A-B-C

• Headline: Identifying Internal Drivers
• Concept: Transitioning from Standard FBA → ACT-Informed Assessment.
• Method: Latency-Based Precursor Analysis.
• Goal: Identify "early indicators" of cognitive inflexibility before the explosion.

Slide 5: The Protocol

• Headline: Safe Assessment in Schools
• Step 1: Environmental Assessment (Standard FBA).
• Step 2: Clinical Measures (CPFQ - Child Psychological Flexibility Questionnaire).
• Step 3: The "Test" Conditions.
  • Instead of pushing to behavior, we measure the latency (time) to the first verbal/non-verbal sign of avoidance.
  • Example: Student puts head down, says "This is dumb" (Precursor) → Stop test.

Slide 6: Case Study / Data

• Headline: Differentiating the Function
• Graph: Latency to Precursor.
• Interpretation: Short latency in "Rigid Rule" conditions vs. Control.
• Takeaway: We can scientifically demonstrate that thought controls the behavior, not just the task itself.

Part 2: The Intervention Phase (Cristal Lopez)

Paper: Values-Based Programming: Integrating ACT into the Standard BIP and IEP Process

Slide 7: From Assessment to Action

• Headline: Writing ACT into the IEP
• Challenge: How do we make "acceptance" measurable and legally defensible?
• Solution: Adapting the standard BIP template.

Slide 8: Values-Based Goals

• Headline: Replacements > Reductions
• Old Goal: "Student will reduce task refusal to 0 occurrences."
• New Goal (Values-Based): "When feeling frustrated (antecedent), Student will use a defusion strategy (behavior) to complete 5 minutes of work (value: being a learner)."
• Key: Tying the behavior to what matters to the student.

Slide 9: Curricula & Strategies

• Headline: Teaching the Skills
• Tools: Structured curricula for Defusion & Acceptance.
• Adaptive Design: Visuals for non-readers, metaphors for older students (e.g., "The Bus Driver," "Tug of War").
• Clinical Example: Show a "DNA-V" card or a specific visual used with a student.

Part 3: Implementation & Fidelity (Megan Caluza)

Paper: Systems of Support: Training and Coaching Staff in ACT-Informed Strategies

Slide 10: The Human Factor

• Headline: It Only Works if Staff Can Do It
• Challenge: Paras/Teachers are used to "command & control." ACT requires "coaching & connection."
• Method: Behavioral Skills Training (BST).

Slide 11: The Coaching Model

• Headline: Teaching Staff to "Drop the Rope"
• Instruction: Explain the concept.
• Modeling: BCBA demonstrates the interaction.
• Rehearsal: Roleplay with staff.
• Feedback: Real-time coaching logs.
• Tool: Fidelity Checklist (Did they validate? Did they prompt the strategy? Did they reinforce values?).

Slide 12: Scaling It Up

• Headline: Sustainability
• Point: Creating a system where this happens across multiple classrooms.
• Visual: "Train the Trainer" model or a snapshot of a fidelity log.

Part 4: Outcomes & Social Validity (Rob Spain)

Paper: Evaluating the Model: Social Validity and Aggregate Outcomes of ACT in Schools

Slide 13: Does It Work?

• Headline: Aggregate Outcomes
• Data Points:
  • CPFQ Scores: Increasing Psychological Flexibility.
  • Externalizing Behavior: Decreasing aggression/refusal.
  • Academic Tolerance: Increasing work completion.
• Correlation: As flexibility goes UP, behavior problems go DOWN.

Slide 14: Social Validity

• Headline: Do They Like It?
• Feedback: Quotes from teachers, parents, and students.
• Theme: "He's not just behaving better; he's happier."
• Takeaway: ACT improves quality of life, not just compliance.

Slide 15: Conclusion

• Headline: The Future of School-Based ABA
• Summary:
  1. Assess the Thought.
  2. Intervene with Values.
  3. Train with Compassion.
  4. Measure the Life Change.
• Call to Action: Start measuring private events. They are behavioral determinants.

Slide 16: Q&A

• Contact:
  • Spain-R@KCUSD.com
  • Lopez-CR@KCUSD.com
  • [Megan's Email - Check BAESIG Directory]