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One example I can think of is when a child was having difficulty interacting with peers during playtime. Initially, the concern was framed as, “Why isn’t this child playing with others?” This question was too broad and didn’t help us figure out what specific barriers were affecting the child’s social engagement.

To reframe the question, I first asked, “What specifically is this child struggling with during playtime?” From there, we dug deeper by looking at factors like: Is the child able to follow simple social cues, like taking turns or waiting for a turn? Does the child seem to prefer solo activities, and if so, why? Is there a particular time of day or type of activity when the child is more likely to engage with others?

This shift in focus helped us realize that the child wasn’t necessarily opposed to socializing; rather, they were struggling with taking turns and understanding how to join group activities. This led us to target strategies like using visuals for turn-taking and modeling social interactions, which were more specific and actionable than just labeling the child as “not playing with others.”

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In my role currently as a special education teacher there are times I always need to reframe my questions. Currently one of the biggest roles of my job with middle of the year testing being over, is deciding on moving forward with testing or if deciding to keep the student in our MTSS process. A lot of time at the beginning of these meetings I would just ask "what makes you think they should be moved to testing". A lot of time I notice that I just get the answer of they made no growth from beginning of the year testing to middle of the year testing. So then I ended up having to reframe the question into "what have you done with the student so far" and be more specific in my questioning on the types of service the student is currently receiving along with what is being done in the groups to try and get as much of the full snapshot of the student as I can. Reframing my questions allows me to get a more detailed answer and be able to help make my decision a lot better.

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After reading the chapter and watching the mirco-lecture I reflected on my own Life Skills classroom. There are always behavioral situations where I need to talk to my staff to problem solve and come up with solutions to behaviors. When doing that I do "Reframe the Question", whether it be after analyzing data collected over a period of time, or after a behavioral episode and recaping what occured with my staff. Along with working with other support staff and the team we often "Reframe the Question" to pinpoint from a broad situation to be more specific to find a solution. Or even start to breakdown how we can solve a problem.

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The school I teach at heavily uses data. We have monthly individual data chats, monthly staff meetings reviewing data, weekly PLC team meetings that revolve around data. In my role, as a special education teacher, I ofter reframe questions and refer to data when students are not showing growth. What is the difficulty?, what assistive technology can help?

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After reviewing the chapter and the video, I have reflected on my previous expereiences and thought of a time where I had to reframe the question to help figure out the function of a previous client's behavior. This client engaged in elopement; which involved him running from the classroom or other designated area without an instruction to do so. Typically, the function of this behavior is to escape a task or demand given so that is what my BCBA thought the function was. During a supervision session, I was looking over his data and I had asked my BCBA what the function of his behavior was. She told me it was escape becuase he is leaving an area without insturction. Her explaination didn't make sense to me and, more importantly, didn't line up to the data I was looking at. I had to ask my question a differnet way. I asked her "Where is he going when he runs?". She looked at the data and rattled off the list of places he was running to. She studied it for a litle bit and then realized he was only going to preferred rooms/activities and not always after being asked a demand. The function wasn't escape, it was gaining access. This changed the way we approached the behavior and we were able to allow him to ask for what he wanted when he started to run. Reframing my question caused my BCBA to take a second look a the data and realize the actual function of his behavior and allowed us to help the client in more significant ways.

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After reading the chapter and watching the mini-lecture, many thoughts came to my mind. I can think of several times in my professional life that a question has been asked in a different way to get better results. One that is more resent is in my personal life when I sat at my daughter's PPT last week and was provided with what her team called "data." The data that was collected was the following: utilizing equipment, taking breaks and assistance with tasks. The main question I had was what does utilizing equipment mean. Their response was "someone sets up her CCTV for her in the morning." How does someone setting up the device mean that she is using it? There was no way in my mind that this data was surface because I wanted to know when and what she was using her technology for.

Refraining my questions to be provided with the proper data that I needed was important.

Within my classroom there are many times where I have had to take a broad question that I asked and modify to get a more specific answer.

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In a life skills classroom, reframing a question often involves clarifying the problem and identifying what specific data or information is needed to address it effectively. In Chapter 2 discusses the importance of framing assistive technology (AT) questions in a way that gets at the root of the issue, such as breaking down broad or overly specific questions into smaller, actionable components.

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After reviewing the chapter, I can think of numerous times when the team was either focused too broadly or on the wrong question or with the wrong purpose. Just the other day, I was have a conversation with a team about technology that was put in place for an individual many years ago, which is now outdated, but still functional and one device that the individual is resistant to using.

In the conversation, I asked the team embers, what is the problem that we are trying to solve? It seemed that the team was trying to reinvent a system that was already working instead of fixing the one piece of it that was not, like throwing the baby out with the bathwater.

The devices were put into place to alert the individual of emergencies since he is deaf and would not hear alarms. This includes bed shaker, flashers, alert device in his bedroom. The device that he is resistant to is a wearable device that vibrates and flashes if the fire alarm, Carbon Dioxide Detector or doorbell go off.

By focusing in on the actual problem, the individual's resistance to wearing the one device when home alone, the Team is able to come up with some alternatives that may work.

When this initial "assessment" was done, the process consisted of representatives of our organization talking to our fire alarm guy who recommended and installed the devices interconnected to the house alarm system. We did not include the family or the individual in the discussion. Though most of the devices work well, we probably could have problem solved the resistance to the wearable device years ago had we been asking the right questions then. We can fix the problem by doing that now.

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As an SLP in a k-5 self-contained autism program, I rely greatly on feedback given to me by classroom staff on students’ language functioning within the classroom setting. I have found that when I asked general questions about what challenges students are having in the classroom, I would sometimes get responses like “they don’t ask for anything” or “they are not motivated to use their communication device at all.” In order to get clear information about students’ communication abilities I have to ask very specific questions such as “how is the student asking for a package of cookies to be opened? Then I may get a response like “they place the bag in my hand and look at me.”

Knowing how students are able to perform certain tasks within highly structured activities versus how they perform within the classroom setting, I can start identifying areas that there is a gap and make recommendations for classroom staff to prompt or elicit specific communication functions.

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In my role, I am often asking many questions to get to the function of why a behavior is occurring. I often interview teachers, parents and students themselves to get a variety of perspectives to help build my hypothesis of why something may be occurring. Overtime, I am also looking at data to inform my hypothesis. Additionally, trial and error of strategies until a student "buys-in" or feels like it's a beneficial fit for them to reduce interfering behaviors so they can access their learning. We often need to ask very specific questions to get to the root of what is going on. This chapter highly correlates with FBA procedures in my opinion as your trying to isolate to specifics to best implement a plan of action.

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After watching the micro lecture and reading chapter two, I recall an experience in my current position when I met with interdisciplinary team members where I had to reframe my questions in order to gather the necessary data for a Functional Behavior Assessment (FBA). For example, instead of asking, "why do you believe the behavior is occurring?" I needed to learn to reframe my question to, "what is happening or triggering the behavior immediately before you observe a behavior?" This approach ensures that the questions are specific and data-driven, leading to more precise and actionable insights. When asking too broad of questions, I quickly realized that the question led to many varied and at times conflicting opinions amongst team members. By focusing on these well-framed questions, I was able to systematically collect data through the interviews and observations, leading to a more accurate hypothesis about the functions of the behaviors. This process ensures that all team members were aligned and that the data collection was relevant and actionable.

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Previous Example! Reframing the question

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Previous Example! Reframing the question

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In my notes for the reading I commented that my school was heavily driven by data so I have had to make many decisions based on data. I have also had to reframe the question and examine data to see why a student was not making progress. For example, a student was not making progress with a subtraction fluency related objective. I had to come up with multiple interventions to help support this student. The first step was to observe the student and their 1:1 to see how the skill was being presented. Observing this I could determine if the student was struggling with the skill itself or if the 1:1 was presenting it in an unclear way. After conducting an observation I made a decision what the next step was. To keep this post short the student needed multiple interventions to help them become fluent with single digit subtraction because of certain weaknesses that was holding them back.