Fade Plans

FADE PLANS

for RS Behavior Support

CONTENTS

PURPOSE OF FADE PLANS

WHO IS WRITING THEM

DATA-BASED DECISIONS AND REVISIONS

ACCOUNTABILITY

01

tHE pURPOSE OF A FADE PLAN

wHAT IS A FADE PLAN?

• A systematic plan for decreasing services as a learner makes progress

• Based on ongoing data collection

• Revised and updated as needed throughout the duration of services

• Often used in SDs when learners are assigned 1:1 aides

• Often used in clinical settings to appropriately fade services

• (In other words, not exclusive to CCA)

Why write a fade plan?

• Insurance against providing unnecessary or more restrictive services

• Outlines a clear plan for services

• Promotes understanding that services are intended to be temporary

• Fosters learners' independence

Exceptions

• Fade plans will NOT be used for learners in full time support who receive BCBA/IA services for instructional purposes only
• For these learners who also have a PBSP in place, a different plan for fading behavioral support will be introduced in the future

• Fade plans are NOT needed if a learner is receiving IA support for physical assistance only (no PBSP)

02

wHO WRITES THE FADE PLAN?

writing the fade plan

• New FBAs as of 2/1/2023 should all include a fade plan if a PBSP is recommended

• For learners who already have a PBSP (and related services in place) a fade plan will need to be developed at the learner's next annual IEP meeting
• **Remember, having a PBSP does NOT mean a learner qualifies for RS

writing the fade plan

• The steps of the fade plan - with dates - will be included in the Related Services section of the learner's IEP.
• These dates are NEVER set in stone!
• Can be revised at any time based on learner progress

• The fade plan should be discussed at the annual IEP meeting, just as the PBSP should be
• Is the learner on track? Are revisions needed? Are we ready to fully fade services?

• A fade plan does NOT need to show services fully faded within one IEP year!!
• Fade plans should look totally different for each learner - some will be able to fade faster than others

Fade Plan examples

Fade Plan Example 1: Initial measure of behavior of concern: engaging in refusal for 83% of demands Possible plan for behavior support: BSC 2 hours per week, IA 15 hours per week 1/20/23 - 3/20/23 (Criteria by 3/20: refusal for less than 50% of demands) BSC 2 hours per week, IA 10 hours per week 3/21/23 - 5/21/23 (Criteria by 5/21: refusal for less than 25% of demands) BSC 1 hour per week, IA 8 hours per week 5/22/23 - 10/22/23 (Criteria by 10/22: refusal for less than 10% of demands) BSC 1 hour every other week, IA 5 hours per week 10/23/23 - 1/19/24 (Criteria by 1/19/24: maintain refusal for less than 10% of demands)

Fade Plan examples

Fade Plan Example 1 as written in the RS section:

Fade Plan examples

Fade Plan Example 2: Initial measure of behavior of concern: requires more than 18 vocal prompts to complete tasks Possible plan for behavior support: BCBA 10 hours per month, IA 20 hours per week 1/20/23 - 4/20/23 (Criteria by 4/20: 10 or less vocal prompts to complete tasks) BCBA 8 hours per month, IA 18 hours per week 4/21/23 - 10/21/23 (Criteria by 10/21: 8 or less vocal prompts to complete tasks) BCBA 6 hours per month, IA 15 hours per week 10/22/23 - 1/19/24 (Criteria by 1/19/24: 6 or less vocal prompts to complete tasks)

Fade Plan examples

Fade Plan Example 2 as written in the RS section:

A Note on Specific Dates

Fade Plans developed by FBA evaluators will NOT come to you with specific dates! Since we don't know when the IEP meeting will be scheduled, we won't know the start date for services You WILL need to include specific dates in the RS section of the IEP **with the continued understanding that the dates are flexible!!

CM Responsibility for Fade Plans

• Add a paragraph in the Functional Performance section of the Present Levels that briefly explains the purpose of the fade plan and the fact that dates will be subject to change at any time based on learner progress. Include a plan for regularly scheduled informal meetings of the IEP team to review progress.

• Actually hold those meetings

• Keep RS section updated accordingly based on learner progress as reported by RS providers

03

dATA-bASED dECISION-MAKING AND rEVISING OF fADE PLANS

Where does the data come from?

RS providers are responsible for providing case managers with quantitative data demonstrating learner progress It's a GREAT idea to check with providers up front to make sure they have a data collection system in place! - This should be provided for the IA by the BSC/BCBA

What happens when criteria are not met?

No problem! Consider the possible reasons for the results and make adjustments if needed: Are all components of the PBSP still relevant? Helpful? Is the level of support too low? Too high? Then adjust the fade plan accordingly. This should be a team discussion - case manager, parent, and RS providers. Criteria may be adjusted, dates may be adjusted, or both criteria and dates may be adjusted. Use the standard revision process!

What happens when criteria are met early?

Services can be faded at any time, if the data show fading is appropriate. Use the revision process! Do NOT remove the PBSP yet (see next slide)

When to remove the PBSP?

• Once RS have been faded, we must make sure the learner can function without ALL behavior supports before removing the PBSP
• Remember, RS services are the highest level of support for a PBSP
• A PBSP can still be implemented by CCA staff

• If the PBSP appears to still be necessary but no longer requires the support of RS providers, write a goal to be monitored by CCA staff

• If the PBSP appears to no longer be necessary at all, write a maintenance goal to be monitored by CCA staff

• Once the criteria for the maintenance goal have been satisfied, THEN the PBSP may be removed through the revision process

DATA Tracker (for CM Use Only)

04

aCCOUNTABILITY

Consistency of services

• With nearly 1200 related service providers in our database, promoting consistency with any change is a huge challenge

• Behavioral RS providers attend bi-annual trainings where systems and updates are reviewed

• CMs should continue to monitor incoming RS documents and info to be sure CCA regulations are being followed

How you can help

• Extra check-ins with new providers, especially regarding data collection

• Recognize the importance of fading services that are no longer necessary

• Ensure RS reported data lines up with learner progress and parent reports

• Contact a CCA Behavior Specialist with specific PBSP and/or Fade Plan questions

• Contact your supervisor or Carla Swartz if you become aware of any misuse of assigned hours or other potential integrity issues in working with RS providers

Our Own Accountability

• When RS services are faded, we are not leaving learners to fend for themselves
• PBSP will still be in place
• RS CAN be reinstated if data show a need

• Can always refer for counseling, success coach, social work services, etc. if a learner needs support at a less intensive level

• Families may not be thrilled about fading RS providers
• Remember the service is only provided if the data show the learner needs the service
• Can refer families for social work support to obtain services from outside agencies if they need help with the learner's functioning at home

CONTACT

Allison Vasinko

avasinko@ccaeducate.me

THANK YOU!