Transcript Document

Applying the Function-Based Behavior
Problem Solving Process with Students
with Repeated Behavior Problems at
the Individualized Intervention Tier
Day 2
Goals of the PBSIS Initiative
• To support the inclusion of students with
disabilities within general education
programs by developing the capacity of
schools to create environments that
encourage and support pro-social student
behavior at the school wide, classroom, and
individual student levels using current,
research validated practices in positive
behavior support
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PBSIS State Training Team
•
•
•
•
•
•
Sharon Lohrmann, Ph.D
Scott McMahon, M.S.W
Bill Davis, M.Ed
Paula Raigoza, M.Ed
Kate Handivlle, E.dS
Blair Rosenthal, Ph.D
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Please……
• Ask questions anytime
• Refrain from conversations while the
presentation is occurring
• Return from breaks timely
• Make constructive comments
• Transition back from activities when
given the cue
And….
4
Put your
cell phones
on silent or
turn them
off
Pls put
me on
silent
Thanks!
Intended Training Outcomes
1. Participants will incorporate the “mapping out”
behavior pattern framework into their thinking
process, discussions and framing of behavior
support needs across a range of behavior
support needs (i.e., from teacher consults to
full FBAs).
2. Participants will incorporate the use of
information collection tools and recording
methods into their function-based problem
solving process
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Intended Training Outcomes
3. Participants will apply the process of
linking function of behavior to
intervention selection
4. Participants will develop intervention
plans that use combinations of functionbased interventions to address the
complexity of behavior patterns
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Day 1 Topic Outline
• Foundation
PBSIS & reoccurring themes
– Buy-in strategies Pt 1
• Function-Based Problem Solving (FBPS)
– Understanding the continuum & levels of planning
– Environmental, program, and severity considerations
– Understanding behavior patterns & the mapping out
framework
• Process Tools
– Reviewing records
– Point of view information
– Observations & documenting baseline
Day 2 Topic Outline
• Foundation
– Buy-in strategies Pt 2
– Summarizing data to interpret function
– Principals of behavior intervention selection
and planning
• Intervention Application
– Setting event and Antecedent Interventions
– Replacement and Social skill Interventions
Day 3 Topic Outline
• Intervention Application
– Social praise and incentive systems
– Responding effectively to occurrences of
behavior
• Foundation
– Buy-in strategies Pt 3
– Differentiating the FBPS tools and process
across levels of intervention need
Positive Behavior Support is…
• Different than traditional “behavior
management” because it:
– Builds combinations of interventions that are
proactive and education based on an
understanding of the function of behavior
– Is process oriented
– Uses a team planning approach
– Draws from multiple theoretical orientations
Reoccurring Themes You Will Hear
About in the Training
1. Use a ‘mapping out’ frame to guide
discussions about behavior
2. Actively use strategies to promote staff
buy-in
3. Use combinations of interventions that
match the intensity & scope of the
behavior pattern
4. Address systems level issues
5. Use a collaborative teaming process
More
‘Super’ Strategies
for Promoting
Consistent
Participant &
Implementation
Strategies
Shared During Day 1 :
• Meet with your principal
• Model the language and process
• Implement a consistent problem solving
protocol
Involve Everyone
in the Process
• Why: Incorporating everyone’s input will
encourage ownership over the
interventions developed
• Strategies:
– Ask opinions
– Negotiate “try-outs”
– Involve in the discussion
– Set a tone that empowers implementers
Support Staff
as They Implement
• Why: Follow through is likely to be higher
when staff feel comfortable implementing
the strategies
• Strategies:
– Provide coaching and modeling
– Check in frequently
– Offer help, support, encouragement
– Assemble an “at a glance” for the teacher
across all students with IEPs/BIPs to help
organize their work
Group Discussion
• What were your experiences implementing
the practices you learned about during the
day 1 training?
– What methods did you use to collect
information?
– What worked / was helpful?
– What didn’t work / got in the way?
On Day 1
We talked about:
Student Name:
Assessment Start Date:
Reason for FBA:
Obtaining Parent
consent
Preparing for the
initial meeting
Facilitating an initial
meeting
Documenting a
baseline and
conducting
observations
Check &
Date
_____
_____
_____
_____
Facilitator Name:
Completion Date:
Initial Evaluation to determine eligibility
Re-evaluation
Additional Assessment for program development
Result of Disciplinary action
Functional Behavior Assessment Process Steps
All Tools and Templates referenced are available at www.njpbs.org; select resources
Obtain Parent Consent
Discuss the process with the student’s parents/guardian
Obtain written parental consent to conduct an FBA
Pre-Meeting Preparation
Using the NJPBSIS Record Review Summary Form document and organize key information from a review of
the student’s records (including CST evaluations, if any; report cards, office conduct referrals, IEP etc)
Have staff members who are familiar with the student and problem situations complete the Function-Based
Information Tool for Staff (F-BIT) (or an equivalent tool)
Conduct an interview with the parent/guardian using the Function-Based Information Tool for Parents (or an
equivalent tool)
If appropriate, gather point of view information from the student (The two recommended options available are:
Function-Based Information Tool for Students and the Student Social Support Survey) (or equivalent
tools)
Develop a facilitation strategy for the first meeting by familiarizing yourself with the information collected thus
far and developing visuals & handouts for the meeting including:
 An agenda to guide the meeting
 Summary of information learned through surveys or interviews and the review of records
 A calendar to plan observations and baseline documentation (consider having a take away calendar for
each teacher indicating the days and times they will be collecting their tallies)
 List of the student’s strengths and preferences to display
 If needed you might also consider considering the use of proactive teaming strategies to promote a positive
team environment (e.g., develop three agreed upon meeting norms)
Facilitate the Assessment Planning Meeting
Have the IEP team discuss student’s strengths and preferences
Have the IEP team come to consensus on an operationalized definition of behavior(s)
Have IEP team members walk through one or two scenarios, mapping out the discussion on flip chart using the
S-A-B-C framework
Review the summary of records and F-BIT information reflecting on the mapped out scenarios just discussed –
ask clarifying questions as needed
Develop a plan for baseline data collection (teacher tallies) and observations (CST)
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Check &
Date
Today we will
discuss:
Preparing for a
Behavior Intervention
Planning meeting
Developing a BIP
Functional Behavior Assessment Process Steps
All Tools and Templates referenced are available at www.njpbs.org; select resources
Conducting Observations and Gathering Baseline Data
Conduct observations of the student that sufficiently represent typical routines where problem behavior is most
and least likely to occur over the course of a 2-3 week period
Provide a data collection reminder to teachers to ensure they are documenting their baseline tallies
Prepare for the Behavior Intervention Planning Meeting
Using the Behavior Pattern Summary Map, organize the data collected by function, into behavior pattern
categories of setting events, antecedents, and consequences
Once information is organized by function, develop a short summary that synthesizes the information collected
and interprets the information to provide the reader with an explanation for the function of behavior
Based on the function of behavior and the interpretation consider potential underlying reasons of why behavior
is occurring and how that reason(s) might focus intervention selection:
 Does the behavior function(s) reflect a need to build a stronger social network or better relationships?
 Does the behavior function(s) reflect a need to develop social and communication skills to handle
situations that trigger behavior?
 Does the behavior function(s) reflect a need to support academic achievement and sense of
competence?
 Does the behavior function(s) reflect a need to develop a better sense of self or improved well-being
Develop a preliminary list of intervention strategies to offer for discussion at the meeting
Develop the Behavior Intervention Plan
Reconvene the IEP team and additional staff/adults that are familiar with the student and problem situations to
review the data and the proposed behavior pattern functions (note the team may need to meet again to
continue strategy planning)
 Review key data
 Come to consensus about the function of behavior & behavior patterns
 Begin to plan interventions to address behavior patterns ensuring that strategies sufficiently address the
setting event, antecedent, skill instruction, reinforcement, and response to behavior issues identified
through the assessment
 Determine a progress monitoring plan
Meet with staff not present at a strategy planning sessions seek input on strategies generated
Implementation Fidelity and Behavior Progress
Using the Behavior Intervention Planning Template, write up the strategies generated
Using the NJPBSIS template, develop an Implementation Checklist that provides an at-a-glance of plan
strategies to guide implementation
Provide the teachers with the Implementation Checklist and determine what professional development (e.g.,
training, plan review, coaching) staff need to implement the plan
By the end of the second week of implementation, check in with teachers to follow up on implementation (note:
use the implementation checklist to guide discussion and stay focused on the how the implementation of
strategies is going ):
 Determine what professional development supports are needed
 Provide support and encouragement
 Determine if adjustments are needed to strategies
Ongoing, continue to review progress monitoring data and implementation fidelity:
 Ensure that progress monitoring procedures are being implemented
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 Provide celebration and encouragement
 Identify coaching or support needs
 Determine if adjustments are needed to plan strategies
Information
Gathered From an
FBPS Approach
Should Lead you to
the Function of the
Behavior
Reinforcement = Function
• Function explains the payoff (i.e.
reinforcement) the student receives as a
result of engaging in the problem behavior:
– What does the student get?
– What does the student get out of?
Figuring out the Function
• All behavior serves a function that explains
the reason or purpose for why the student
is engaging in problem behavior.
• In order to understand the function you
need to understand how broad information
about the student’s life and specific
information about behavior incidents work
together
Figuring out the Function
• Juan tosses his
history book on the
window ledge and
using inappropriate
language refuses to
get started. The
teacher sends him to
the disciplinarian.
• What is Juan’s
motivation?
– Get out of class?
– Get attention from
adults?
– Respect of peers?
What Motivates Juan?
• Juan, 16 reads at a
2nd grade level. He
feels embarrassed
when asked to read
out loud and to save
face tosses his book
and refuses so that
he is sent out of the
room.
• Which is more
painful?
– Getting a detention or
suspension?
Or
– Being embarrassed in
front of his peers?
Figuring out the Function
• Samantha frequently
talks to her neighbors
during assignments.
Every day her teacher
has to reprimand her,
often having to
provide one on one to
get started.
• What is Samantha’s
motivation?
– To get out of work?
– To get teacher
attention?
– To talk with her peers?
What Motivates Samantha?
• Samantha, 14, lives
with her grandmother.
She has limited
contact with her
parents. Her
teachers offer her a
source of adult
interaction she
wouldn’t have
otherwise.
• Which is more
satisfying?
– Doing your work and
nobody noticing you?
Or
– Drawing attention to
yourself, even if the
attention is negative?
Understanding Behavior Patterns
• When we have a student engaging in problem behavior
we have to ask ourselves – “Why is the behavior
necessary? What is it that the student needs to
resolve the issue?”
– Stronger social network?
– Skills to handle situations that triggers behavior?
– Improve concept of self and future?
– Improve academic achievement and sense of
competence?
The Typical Behavior Cycle
Task
Demand
(Antecedent
Trigger)
The Behavior
disappears for
the teacher
The demand
disappears for
the student
(Reinforcement)
Argues with
Teacher
(Student
Behavior)
Teacher
Redirects
Sends to the
Office
(Adult response &
outcome)
All behavior
is driven by a
desire to:
Get something we
want (access)
Get out of something we
don’t want (escape)
Summarize the Assessment Data
• To determine the function of behavior:
– Organize the data into the Se-A-B-C pattern
and look for themes or similarities across
situations
– For example, let’s look at the data for Cassie.
What patterns do you observe looking at the
following descriptions?
Possible Function
Date
Location
10/12 Hallway
Antecedent
Lots of students in
the area, very
noisy, and
distracting
Behavior
Consequence
Leaned against the Physical assistance
5th (on
wall while walking, to stand and keep
the way
then slid down to
walking took
to lunch)
the
floor and
laid
about 10 minutes
Escape
because
on her back
the situation
10/14 Hallway
Lots of students in
Leaned against the Physical assistance
is
too
overwhelming
5th period the area, very
wall
while
walking, to stand and keep
(on the
noisy, and
then slid down to
walking a second
way to
distracting
the floor and laid
person was
lunch)
on her back
needed to walk
with us
10/13 Resource Counting task that
Knocked materials Physical assistance
room
required writing
on the floor, put
to clean up the
3rd period
her head down
materials, took
about 10 minutes
10/13 Social
Students were
Shook her head
Verbal prompts to
Escape
because
the
Studies
asked to complete “no” tried to get
be quiet and do
demands
6th period a worksheet
out task
of seat,
pushed the work,
worksheet
assistance to start
Were tooaway
difficult or
nonpreferred the task, but did
not finish
1015 Resource Counting practice
Knocked materials Physical assistance
Room
and writing
on the floor, put
to clean up the
3rd period numbers
her head down,
materials, took
crying
about 7 minutes
Overwhelmed,
trying to get out of
the situation
Overwhelmed,
trying to get out of
the situation
Difficult task, trying
to get out of the
task
Trying to get out of
the task
Trying to get out of
the task
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Common Reasons for Behavior
Escape Motivation
• Lack of motivation
• Difficult tasks
• Over-stimulating
environment
• High stress situation
Access Motivation
• Attention – peer
validation
• Attention – adult
validation
• Something wanted
(item or activity)
• Predictability or
control
Function Tips
1. Often there is more than one function of
behavior
–
Behavior may start as one function (e.g.,
escape from work) and then be
simultaneously reinforced by another
function (e.g., attention)
2. Just saying that the behavior is escape,
attention, or item motivated is NOT
enough – you need to WHY that function
is important to the student
Information Obtained Through FBPS is
Turned into a Usable Summary
• List of strengths and preferences
• Operational definition of behavior
• A list of:
– Relevant setting events
– Most common antecedent triggers
– How adults and peers respond
• A narrative interpretation that explains the
function of behavior
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Behavior Map Summary Example
Setting Events
•
Antecedent Triggers
Typical Staff and Peer
Responses
When tasks are
•
Staff typically use
challenging
various verbal
When there a series of
responses that include
demands in a row,
redirections,
tasks that are low
reprimands, and social
preference,
comments.
Materials that are hard
for her to see
•
Cassie frequently
Tasks that use fine
receives peer attention
motor skills
which is typically
Tasks that tend to be
supportive in nature
independent
(e.g., “I can help you
Tasks/activities that last
Cassie).
longer than 20 minutes
Medication and ongoing active seizure disorder •
that limits Cassie’s physical endurance for
sustained energy exertion
•
•
Short term memory lapses that make it difficult
for her to remember typical routines or steps
•
Vision impairments that make it difficult to see
average size font and visual images and cause
•
the approach from the right side to often be
startling
•
•
While the availability of a 1:1 support is very
helpful, Cassie’s behaviors are suggesting she
•
would like a greater amount of personal space
and control throughout her school day
•
•
A need and interest in having social connections
with same age peers
Interpretation of Data Collected: Based on the data gathered through the FBA, the team believes the function
of Cassie’s work / demand refusal behavior serves the primary function of escape and avoidance for two
reasons. First, a number of the antecedent conditions suggest that the work is not pleasant for Cassie, typically
because it is difficult for her to accomplishment (e.g., takes to long to do, requires skills that are difficult for her,
she doesn’t understand what is expected). Second, Cassie seems to be expressing that she would like a greater
amount of independence from staff prompting. This was supported through the latency assessment which
suggests that when left to self initiate, Cassie will begin tasks independently, but might take up to minute for
hard or non preferred tasks before starting.
Another way to think about it….
• How can we decrease the difficulty
associated with academic tasks and
activities?
• How can we support age appropriate
social interactions with peers?
• How can we increase Cassie’s
opportunities for choice, autonomy and
self direction?
Reflection Questions to Consider
About a Usable Summary
• Does the summary give you a clear picture
of what is happening with this student?
• Does the summary help you relate to the
student’s issues?
• Just looking at this summary are you able
to immediately generate three things you
would recommend for this student?
FBPS at the Individualized Tier:
Summary of Information
Teacher Consult
Screening (I & RS)
IEP-CST (FBA)
General & Special
Education Intervention
General & Special
Education Intervention
For students have IEPs or
being evaluated for
Special Education
• Informal
 Informal summary
 Formal report of the
summary on the
on the Behavior
FBA including the
Behavior Patterns
Patterns Summary
Behavior Patterns
Summary Map*
Map*
Summary Map*
Let’s Look at Cassie’s
Assessment Report
Refer to Cassie’s Assessment
report in your packet.
Group Activity
Developing a Behavior Map Summary
• Referring to the information provided for
Kevin
– Look for persistently re-occurring information
– Consider how pieces of information fit
together to explain what is happening
– Consider what might be the underlying
reasons to explain the function
1. Fill in the Se-A-C columns
2. Write a function statement with
supporting details (i.e., underlying
reason)
Develop the Behavior
Intervention Plan
Guidelines for
Behavior Intervention Planning
• Behavior intervention strategies are in
competition with the outcomes
(reinforcement) experienced as a result of
the behavior
• Behavior intervention strategies must
compete with both the scope & intensity
of the behavior pattern’s complexity
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Guidelines for
Behavior Intervention Planning
1. What are the underlying reasons why
behavior is occurring & select
complimentary interventions. Does
the function reflect a need for:
– stronger social network or better relationships?
– social and communication skills to handle situations
that trigger behavior?
– academic achievement and better sense of
competence?
– Increasing the student’s sense of self or improved
well-being
Guidelines for
Behavior Intervention Planning
2. Select interventions and strategies
that match each of features in the
behavior pattern
Interventions Should Compliment the Function of
Behavior & Features of the Behavior Pattern
Setting Events
Antecedent
Triggers
How will
address the
underlying
reasons why
behavior is
occurring?
How will you
modify or
eliminate
antecedent
triggers to
prevent a
problem from
occurring?
Target
Behavior
Consequences
How will you
What skills
increase
will you teach
motivation?
to replace
How will you
behavior and
defuse precursor
enable the
or initial
student to be
occurrences of
successful?
behavior to
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prevent the
situation from
Guidelines for
Behavior Intervention Planning
3. Organize strategies for teaching staff
to follow a logical sequence of
implementation
Guidelines for
Behavior Intervention Planning
What to Look
For:
Strategies to Implement
Student is calm Replacement skill instruction and reminders
& cooperative
Antecedent modifications to prevent behavior
Incentive system strategies to reinforce positive behaviors
Precursor
Signals
Adjust the environment to meet emerging need (e.g., modify
work, give a break, etc.)
Initial Display
of Behavior
Use a consistent redirection protocol to defuse behavior and reengage in routine
Persistent
Display of
Behavior
Use a consistent redirection protocol to defuse behavior and reengage in routine
Safety plan to manage situations
Guidelines for
Behavior Intervention Planning
4. Involve implementers in intervention
selection
•
Involving implementers (teachers, parents,
instructional aides) promotes consistent
implementation
5. Provide training and support
•
Team members need guidance to know how
to implement the strategies, manage the
strategies and to troubleshoot when things
don’t go according to plan
Guidelines for
Behavior Intervention Planning
6. Anticipate that some interventions will
need longer to take hold and be
effective
When will You See Positive Changes?
Intervention
Component
Skill
Instruction
Setting Event
Interventions
Antecedent
Interventions
Incentive
Systems
Defusion
Strategies
Immediate
A Couple
of Weeks
Month or
More
X
X
X
X
X
X
X
X
X
X
X
FBPS at the Individualized Tier:
Intervention Development
Teacher Consult
Screening (I & RS)
IEP-CST (FBA)
General & Special
Education Intervention
General & Special
Education Intervention
For students with IEPs or
being evaluated for Special
Education
•
A few key
function-based
strategies
•
Information
documentation
 Systematic selection
of function-based
strategies – typically
a combination of
strategies
 Documented in an
action plan
 Systematic selection
of function-based
strategies – typically
a combination of
strategies
 Documented in the
IEP
 An implementation
checklist * for
teaching staff
Let’s Look at Cassie’s
Behavior Plan
Refer to Cassie’s Behavior Plan
in your packet.
Student:
Cassie
Date of Plan: November 4
Intervention focus based the function of escaping/avoid challenging work tasks
•Strategies and accommodations that make work more accessible for Cassie and improve her motivation to participate in
academic tasks and activities
Intervention focus based on the function of wanting to have more social interaction with peers and adults
•Strategies that increase Cassie’s opportunities for typical interactions with peers and her ability to have successful interactions
Progress Monitoring Meeting Schedule and Progress Goals
November 16th Progress Goal:
Work / demand refusal average of 5-6 occurrences daily
Social Seeking average of 1-2 occurrences daily
December 15th Progress Goal:
Work / demand refusal average of 1-2 occurrences daily
Social Seeking average of 3 occurrences per week
December 1 Progress Goal:
Work / demand refusal average of 2-3 occurrences daily
Social Seeking average of 1 occurrences daily
December 23rd Progress Goal:
Work / demand refusal average of 4 or less occurrences per
week
Social Seeking average of 1 or 2 occurrences per week
Progress Monitoring
Method
Daily Behavior
Report Average
Baseline
Refusal
8-9x daily
Social
seeking
3-4x daily
Month 1
5x daily
2x daily
Month 2
3x daily
3-4x
weekly
Month 3
4-5x
weekly
2-3x
weekly
Month 4
Month 5
Month 6
3x weekly
1-2x
weekly
1x weekly
1x weekly
0x weekly
1x weekly
Month 7
Month 8
When
Cassie is
calm and
following
directions/ro
utines do
these to
Prevent
Behavior
Key skills to
review and
reinforce:
Requesting a break
Using appropriate
conversation
starters
Selecting a
relaxation choice
Using a picture
schedule
Recognizing
physical boundaries
with peers and staff
Consistently implement the incentive system

Throughout the 10 minute interval, provide Cassie with verbal (e.g., great job counting”) and nonverbal
(e.g., thumbs up and smiles) praise for desired behavior.

At the end of the interval provide Cassie with social praise for the three behavior expectations
identified (i.e., doing her work, staying in her seat, and following directions), then give her a penny to
put on her board.

When she has earned five pennies, provide Cassie with a choice of a reward using the picture board.
Provide access to the reward for 2 minutes; at 1 minute 30 seconds provide a transition warning; at 10
seconds have Cassie count down with you and have her put it away

Re-start the interval and penny board.
Adaptations to materials and instructional conditions:

Provide written and visual materials in a 16 point font

At the start of routines/activities review with Cassie the classroom “successful student rules”

Keep works tasks to 20 minutes or less, then provide Cassie with a break

Embed academic tasks into typical and functional routines

Break complex tasks into discrete steps and use picture strips to make the series of steps concrete

Provide at least 10-15 seconds of wait time in between prompts

Maintain a positive upbeat tone of voice

Follow OT recommendations for embedding sensory supports throughout the day

Provide Cassie with a pliable object to hold during listening activities

Provide a break when Cassie makes a request
Promoting appropriate social interactions

Pair Cassie with a preferred peer during non preferred tasks and transitions

Review her social story depicting how to act with friends

Support conversations with peers (e.g., review the student picture dictionary; provide prep or reminder
to use conversation starters)
Increasing choice, self determination and control

Provide frequent positive social comments

Develop a flexible picture schedule

Provide “prep” prior to transitions and changes in preferred activities

When walking down the hall stay at least 5 feet behind Cassie unless she initiates otherwise

Offer a variety of choices throughout the day (e.g., materials, activities, termination, partners, etc.)

When Cassie makes a request for an item activity she can not have, identify an appropriate time and
put it on her schedule so she can see when it is coming

During task start up, provide Cassie with a prompt to begin and then back away to allow for self
initiation
When Cassie begins
to look around,
appear distracted,
looks tired, or not
respond quickly to
request, this signals
she is loosing focus;
staff should:




At the first signs of 
refusal behavior

(e.g., asking questions

irrelevant to the
situation; saying no,
pushing work away) or
social seeking
behaviors (e.g.,
laughing loudly at
serious situations or
when the room is
quiet; trying to hug
staff and peers; taking
during instruction,
calling out to peers)
staff should:
Prompt Cassie request a break using a picture card and vocal
request
Provide a relaxation choice
Bring the task to a close quickly so it can end under positive
conditions
Provide praise to peers in the area.
Use as few verbal prompts as possible.
Rely on picture prompts and only when necessary provide short one
or two word verbal prompts.
A redirection sequence could look like the following:
o Show Cassie a picture of the expectation and point to the
picture. Make sure to hold the picture in her midline and that
she makes eye contact with the picture
o Wait 15 seconds for Cassie to respond
o Praise cooperation
If refusal
behaviors
(e.g., sliding out
of her chair onto
floor; kicking staff
from a sitting
position; saying
“no” or “don’t
want to”; pushing
work onto the
floor; walking
away from staff;
and yelling loudly)
or social
seeking
behaviors (e.g.,
dropping on the
floor and rolling
around while
laughing)
persist following
the initial picture
prompting staff
should:




If Cassie does not respond to the initial picture prompting, show
and point to the picture again and wait 15 seconds for her to
respond
If no response, show the picture and provide Cassie with a
slight physical nudge on the back of her shoulder or under her
elbow to orient her in the direction you want her to go. If she is
lying on the floor, first assess that she is in a safe location. If
the location is safe, wait her out. Hold the picture where she
can see and wait. Avoid eye contact, verbal prompts, and
physical assistance.
If the location is not safe (e.g., laying outside while students are
being dismissed to the busses) and Cassie needs to be moved,
call for assistance and work together to assist her to a standing
position using proper lifting as instructed by the OT. Do not
talk, verbally prompt, or make eye contact. Pull physical
assistance away as soon as she is standing and safe.
In general, remain calm in appearance and provide Cassie with
as little interaction (i.e., verbal and nonverbal) as possible.
When interaction is necessary always try non verbal methods
first (e.g., picture prompt, pointing).
Commitments
Parent Commitments:
To support implementation of the plan at home, I will:
I can contact these staff for help or information:
Parent signature(s):_________________________________________________
Staff Commitments:
I have read and understand my role in implementing the student support plan.
If I need help or have questions, I can contact:
Staff Signatures:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
Setting Event Interventions
Address the Underlying Reasons
for Problem Behavior
Setting Event Interventions
• Purpose: Reduce the NEED for behavior
by addressing the underlying reasons why
the behavior is occurring in the first place
• While some setting event interventions will
work quickly, many typically take time to
put in place and be effective
– Quick working example: reducing demands
for the day when the student is sick (“Plan B”
day)
– Slow working example: building a positive
relationship with an adult
Questions to Guide Identifying
Setting Event Interventions
• Does the student need a stronger peer
network/social circle? Examples:
– Teach social and communication skills for social
situations
– Enroll the student in extra-curricular activities
– Help the parent connect to other parents in the
student’s class
– Ensure the student is in inclusive settings with
opportunities for interactions
– Work with teachers to help them facilitate interactions
– Develop a student club around a common interest
Questions to Guide Identifying
Setting Event Interventions
• Does the student need to build
confidence/self esteem? Examples:
– Teach skills that work on cognitively reframe negative
perceptions of self
– Counseling sessions to learn how to reframe
perspective
– Work with staff to focus on giving feedback for
positives
– Find a way to publically recognize the student
– Connect the student with a mentor
– Engage/enroll the student in leadership building
activities for clubs they can excel in
Questions to Guide Identifying
Setting Event Interventions
• Is there a need to build/repair
relationships between the student and
staff? Examples:
– Connect with a mentor
– Work with teachers to repair relationship
– Work on social skills to express needs and
point of view appropriately
– Work with staff to provide the student with
frequent social support
Questions to Guide Identifying
Setting Event Interventions
• Are there days where a reduced
demand/schedule/transition plan is
needed (i.e., “Plan B” day)?
• Does the student need basics provided
(e.g. sleep, food, medical issues
addressed)?
• Are academic issues being sufficiently
addressed?
Check-in Check-out (CICO)
A Systemic Setting Event
Intervention
Check In Check Out
• What is it? An adult directed monitoring process
that gives the student regular feedback on their
performance
• Why Choose to Use It?
– Students whose behaviors are motivated by the need
for adult attention;
– Students who need help remembering/organizing
their responsibilities
– Students who need continuous monitoring to stay
productively engaged in school routines
The Dynamic of the ‘Check’
• Obtaining positive outcomes from CICO is
highly dependent on the constructiveness
of the ‘check’:
– Demonstration of caring and concern
– Supportive and encouraging interactions
– Constructive and helpful feedback
Personnel Needed to Run CICO
• Monitor – AM and PM checks
– Flexible morning and afternoon schedule
– At school every day
– Consider
•
•
•
•
•
Teachers assigned to hall duty
Guidance counselor
Paraprofessional / aide
Crisis teacher
ISS supervisor (but be sure not to associate ISS with CICO)
• Teachers – Daily feedback providers
Start Up: Introduce CICO
• Introduce CICO to the student
– Discuss how CICO works
– Introduce student to Monitor
– Show student location to check-in and out and
where to get a DBR each day
– Show student what to complete on DBR
(name, date, etc.)
– Have student practice
Start Up: Introduce CICO
• Introduce CICO to staff
– Discuss how CICO (fact sheet in handout)
– Provide training to monitor and teachers
• Interactions and behaviors that demonstrate
support, care, and helpfulness
• The correct way to use the monitoring tool and
provide feedback
• Tips for success
Monitor Responsibilities
•
•
•
•
Greets students in the morning
Develops a positive relationship with the student
Provides student with the day’s DBR
Checks student has needed materials for the day
– helps problems solve if materials are missing
• Provides specific prompts, positive reinforcement
and problem-solving
• Enters data entry and communicates with
intervention team
Teacher Responsibilities
• Develop a positive relationship with the student
• Provide prompts at start of class
• Fill out the DBR for each class/transition and
provide the student with feedback:
– Provide social praise
– Use supportive and encouraging interactions
– Provide constructive feedback
– Problem-solve when necessary
• Communicate with the intervention team
Daily Process: Step 1
• Student check-in at start of day
– Meets with Monitor briefly at designated area
– Hands in yesterday’s DBR
• Praise if signed by parents
• Communicate with coordinator for follow-up if a pattern of not
signed by parent occurs
– Gets new DBR
• Completes basic information (name, date, etc.)
– Ensures has all necessary materials
• Monitor gives any needed materials
– Receives positive prompt for the day
Video Clip
• Check-in
– What did the monitor do well?
– How could the monitor have improved this
check in?
Daily Process: Step 2
• Teacher rates student’s behavior
– DBR handed to teacher at start of class
(can have designated area on teacher desk
for DBR)
• Opportunity for prompt about behavior in
class/reminder of expectations
– Rating occurs at end of each class
– Teacher gives feedback and DBR to student
• If met goal, praise and write positive comment
• If did not meet goal, remind what to do next time
and that have clean slate for next class
Video Clip
• Teacher feedback
– What did the teacher do well?
– How could the teacher have improved
feedback?
Daily Process: Step 3
• Student check-out at end of day
– Meets with Monitor briefly at designated area
– Tally points for day (student or Monitor)
– Determine if goal was met
• Yes – praise and student receives reinforcer
• No – problem-solve for tomorrow
– Send copy home with parents
• Parents sign and return next day
– Recorded and graphed by Monitor
Video Clips
• Check-out
– What did the monitor do well?
– How could the monitor improve this check
out?
Check-in Check-Out for Students with Repeated Behavior Problems
 Purpose:
Check-in Check-out (CICO) is an intervention we are using to help students with repeated
behavior problems that are acting out in order to get more frequent contact with adults. A
problem identification process was used to determine what are common variables associated with
patterns of behavior and subsequently a Student Support Plan was developed to address behavioral
needs. The Student Support Plan uses combinations of strategies to address behavior issues, CICO
is one strategy that is part of a larger plan for the student.
 Process:
1. Students start their day with a “check-in” with [insert designated personnel]. During the daily
check-in [insert designated personnel]:
o Collects the previous day’s daily behavior report (DBR) signed by the parents.
o Asks the student to show that they have their agenda book, pens, etc.
o Provides the student with a copy of the DBR for the day
o Provides the student with positive encouraging words to have a successful day
2. Upon entering the classroom, the student gives their DBR to the teacher. The teacher can take
this opportunity to provide a positive prompt about expected behaviors for the class and
encouraging words.
3. At the end of class the teacher rates the students’ behavior for the class on the DBR. This is an
opportunity to provide the student with feedback about their performance in class. While corrective
feedback is important, teachers should also strive to find opportunities to provide positive
feedback to students. Teacher/staffs’ consistent involvement in the feedback ratings is
critical to the success of the CICO interventions.
4. At the end of the day students “check-out” with [insert designated personnel]. During the checkout, [insert designated personnel]:
o
o
o
o
Sums the student’s points for the day and determines if the goal was met.
Provides the student with positive feedback for times during the day when the student did
well, regardless of whether goal was met or not.
Conduct a mini problem-solving around any challenges they experienced in the day
providing the student with concrete reminders of behavior expectations or strategies the
student can use.
Prompts the student to bring the DRB home for parents to sign.
5. The students’ points are tracked each day to monitor students’ progress. It is essential that each
teacher completes the form every class so students’ progress can be reviewed.
6. Regular progress monitoring reviews will occur and teachers/staff will be invited to provided
feedback and participate in monitoring discussions.
Please contact [insert designated personnel] , ___________________, if you have any questions.
Daily Behavior Report
• Lists specific action behaviors that are
linked back to school/class expectations
• Monitors student progress
– 3 point rating system
– Student has short and long-term goals
Daily Behavior Report – MODEL EXAMPLE
Name: ____Johnny Light________
Date: _____January 3__________________
Goal: _____56 points (80%)_______
Earned: ____58 points (83%) – MET GOAL!__
2 points = Followed expectation
BEHAVIOR
1 point = Improvement needed
1st
HR
2nd
3rd
0 points = Did not follow expectation
4th
Lunch
5th
6th
7th
Use polite words
2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0
Complete and Turn in
Homework
2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0 2
1
0
Follow directions
2
1
0 2
1
0 2
1
0 2
1
0 -----------
1
0 2
1
0 2
1
0 2
1
0
2
Keep objects to self and 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
in their place
Teacher Initials
LM
LM
JK
IT
RR
JK
JK
TL
FR
Teacher Comments: Johnny had a great homeroom and 1st period!
Johnny was tipping his chair during 2nd
period, though he did stop after a warning._____________________________________________________
Johnny ran in the cafeteria during lunch. Difficulty paying attention during 7th period; lots of tipping in chair.
Parent Comments: Congrats to Johnny for meeting his goal – yeah!!! We spoke to him about the chair tipping____
_________________________________________________________________________________________________
Parent Signature: ______Rebecca Light________________________________________________
Sample: Daily Behavior Ratings
Using a Likert Scale
Daily Behavior Ratings
Student:
Directions: For each target behavior or skill; indicate the score that best reflects how the student performed for that day.
Scoring Guide:
0 = Student occasionally engages in this behavior
1 = Student engages in this behavior some of the time
2 = Student engages in this behavior most of the time
3 = student engages in this behavior all of the time
Target Behavior or Skill
Daily total:
Comments:
Parent Signature and Comments:
Score
for
Per. 1
Score
for
Per.2
Score
for
Per. 3
Score
for
Per. 4
Score
for
Per. 5
Score
for
Per. 6
Score
for
Per. 7
Score
for
Per. 8
Score
for
Per. 9
5 Day
Total
Becka’s Daily Behavior Report
Date: _______________
BEHAVIOR
Raise your hand if you
have a question
Stay on task
Keep hands to self
Goal: 9 Smiley Faces
Reading
Math
Science
Writing




































Comments: ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Parent Signature: _____________________________________________________
Activity
• Examine the following DBR for a student
just starting CICO
• How can we improve this DBR?
Daily Behavior Report – NON EXAMPLE
Name: Joe Problem
1 point = Great Behavior
Date: 1/21/07
0 points = Bad Behavior
BEHAVIOR
8:30-10:30
10:30-12:30
12:30-2:30
No talking
1
Did not interrupt teacher
0
1
1
Completed work
1
0
1
Completed work correctly
0
0
0
No insubordination
1
1
1
Teacher Comments: Joe had a bad day in reading class today._______________________________________________
Joe did well in science.______________________________________________________________________________
Joe had some problems in math, but it was better than yesterday._____________________________________________
Point Goal: 15/15
Points Earned: 8/15 = 53%
Goal Met: Y / N
Watch out
for:
Students
forgetting to
check-in or
check-out
Students losing
their DBR
Remedy
–Ensure location and time are feasible
–Determine if it is only occurring when the student did not
meet goals
–Ask teachers to prompt students at beginning or end of day
–Incorporate recognition for checking-in and/or out
For younger students
–Teachers can hold onto form
–Use clipboard
–Provide reinforcement at points in day for having form
For older students
–Give teachers blanks
–Staple it into the student’s agenda book
–Provide reinforcement at points in day for having form
Watch out
for:
Chronic
inconsistent
student
participation
Remedy
–Determine if the student really likes adult attention
–Determine if student does not get along with Monitor
–Ensure academic needs are being met
–Decide if an intensive individual assessment and support
plan are needed
–Teachers and Monitor should not escalate situation
Students getting –Focus on next class/tomorrow and strategies that can be
upset about low used to meet goal
–Ensure that parents are not disciplining for lower ratings
ratings or not
meeting goal
Fading CICO
• Once students have reached long-term
goal, determine how to fade out CICO:
– Introduce self-monitoring
– Distribute checks intermittently
– For Ex: continue am/pm checks, but instead
of the teacher completing the DBR, have the
student fill it out
Group Activity:
Bringing it back to your school
• Consider Check-in Check-out as an
intervention at your school:
– Begin to discuss how you would set up Check
in Check out as an intervention
• Who might be monitors?
• What training would teachers need to know how to
correctly do the end of class rating?
• What variations might you consider?
What Would You Do?
• Suggest one setting strategy for each of
the following for Kevin:
– Rebuilding relationships with staff/Building a
positive relationship with an adult
– Building Kevin’s confidence/self esteem
– Improving academic performance by
developing Kevin’s organization skills,
preparation skills
Antecedent Interventions
Prevention Interventions
The best offense is a good defense
Antecedent Interventions
• Purpose: To prevent behavior from
occurring by modifying the environment
BEFORE behavior occurs:
• eliminating the trigger
• neutralizing the effect of the trigger
• enhancing the environment
• Antecedents are fast acting and typical
work as soon as they are put in place
Modifying Antecedent Triggers
•
For prominently occurring antecedent
triggers identified in the assessment
process
•
Determine modifications that alleviate the
stress, difficulty, conflict, etc. associated
with the trigger
Options for Modifying
Antecedent Triggers
•
•
•
•
Reframe interactions
Increase social attention
Adapt – neutralize environmental
discomforts
Provide scaffolds and structure to
environments
Options for Modifying
Antecedent Triggers
•
Adapt or accommodate work to increase
access to the material
–
–
–
–
–
Vary learning modalities
Adjust difficulty – challenge level
Provide scaffolds and structure to learning
activities
Accommodate difficulty level
Increase motivation & interest
Tools to Support
Teachers
PBSIS Class-Wide
Accommodations
Organizer
Encouraging Antecedent
Accommodations
• Provide teachers with easy to use ways to
organize the needed accommodations and
adaptations for students with IEPs
• Refer to the PBSIS Accommodations
organizer and menu
Henrietta
Juan
Henry
Jim
Franco
Xan-Ping
Ziba
Kathy
Stephen
Jose
Oscar
Marrissa
Bill
Jerome
Marking Period: 2ND
Period: 5
Gail
Franco
Avery
Joleesa
Staci
Jennifer
Bob
Class: SCIENCE
John
Areas of Needed
Supports
Class Wide Learning Profile – Accommodations and Support Needs
Listening and Attending
Directions
X
X
X
nstruction
X
X
X
X
X
Planning, and Organization
Work completion
X
X
X
X
X
X
Writing assignments
Managing tasks
Organizing materials
Studying & retention
Practice & applica.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Social Relations
Positive behavior
X
ransitions
Group work
Participation
X
X
X
X
X
X
X
X
X
X
What Would You Do?
• Referring to the list of antecedents in
Kevin’s explanatory statement, select four
triggers and suggest modifications
Replacing Problem Behavior
with Socially Acceptable
Alternatives
Instructional Interventions
104
Teaching Replacement Skills
• Purpose: Increase the student’s
competence to handle situations that
trigger behavior by using socially
appropriate skills
– Replacement skills must:
• match the function of behavior and
• be taught using high quality instructional methods
Teaching Replacement Skills
• Functionally Equivalent Skills: are skills
that result in the exact same outcome as
the problem behavior, but in a socially
appropriate way
• Functionally Relevant Skills: are skills
that contribute to a students ability to
handle a situation, but do not necessarily
serve the same function as the problem
behavior
Skill Selection Example
• A student who acts out in class because
they are not able to do the work:
– Escape function: student has difficulty with
sustained attention, task start up, problem
solving, and reading.
• Functionally equivalent skill: Recognize personal
signals and ask to go the bathroom
• Functionally relevant skills: Target reading, self
instruction to work problems and activity start up
Common Replacement Skills
• Escape examples
–
–
–
–
–
Take a break
Ask for help
Identify trigger
Problem solving
Ask for adaptation or
modification
• Access examples
– Request attention
– Schedule an
appropriate time to talk
with staff
– Ask to schedule time
for a preferred item
– Follow and use a
schedule
– Use a social script
Selecting the Right Skill
• Select skills that are a one for one
replacement of the behavior
– Get attention: Ex: start a conversation
– Escape: Ex: request a break
• Select skills that improve the student’s
general competence to handle the
situation
– Get attention: Ex: schedule an appointment
– Escape: Ex: recognize signs of frustration
Selecting the Right Skill: Activity
• Referring to Kevin’s explanatory
statement:
• What skills would you teach Kevin so that
he can better handle:
– Situations where he does not know what to
do?
– Situations where he has difficulty handling
friendly teasing from peers?
– Being able to be more tuned into his own
personal triggers?
Anticipate Usage Problems
• Teach to the Variations – anticipate possible
problems the student might have using this skill:
– Generate scenarios in which the student would
typically use this skill
– What might problems might they encounter as they try
to use the skill?
• E.g., variations in cues across situations
• E.g., emotional or social pressure
Anticipating Usage Problems:
Example: Asking for Help
• Review problems on the page –
– how will this look across different types of assignments?
• Circle the numbers of the problems I’m not sure how to do
– how will this look across different types of assignments?
• Turn the help card over –
– what happens in classes where the teacher might not
see the card?
• Begin working on the problems I know how to do until the
teacher comes over –
• what if there isn’t anything the student knows how to
do?
Anticipate Usage Problems: Activity
• Referring to the skill that you identified for
Kevin:
• Identify the variations or obstacles that
Kevin might encounter across different
situations as he tries to use the new skills
Ensure Sufficient Practice
• Model and demonstrate the skill first
• Support practice through role play and try
outs
- Scaffold initial attempts in typical situations
- Provide feedback, error correction, and
modification
Self Monitoring
• Two Variations
– With a teacher check
• Each rate and come to consensus
• Debriefing occurs immediately at the end of
routine/class/day
– Without a teacher check
• Student rates/reflects/keep track
• Schedule debriefing
Self Monitoring With Teacher Check
Behaviors
Student
Teacher
I am paying
attention
Y
N
Y
N
I am sitting in my
seat with both my
feet on the floor
Y
N
Y
N
Match?
Self Monitoring Without Teacher Check
Date
What Was Happening
1/15
Anxiety
Rating
1 2 3 4 5
1/16
1 2 3 4 5
•Gym and I had to play
game I’m really bad at
1/17
1 2 3 4 5
•In class, teacher
reviewing project
requirements
• In class, teacher was
reviewing assignment
Replacement skills are just like any
other academic skill – they must be
taught directly and systematically
using a
Model-Practice-Probe -Feedback
approach to instruction
Instruction should be specified in the
plan or in an addendum to the plan
118
The Importance of
Instructional Opportunities
• A review of the social skills literature
suggests positive effects for social skills
instruction in about 64% of the studies.
• Research suggests a significant
relationship between the amount of
instructional time for social skills and
acquisition outcomes. Studies showing
positive effects provided over three
times as much instruction as studies
not showing effects.
Components of the Teaching Plan
1. Introduce the skill during neutral
conditions
2. Have the student practice the skill under
neutral or simulated conditions
3. Support skill use during typical problem
times/situations – guarantee success
Step 1:Introduce the Skill During
Neutral Conditions
• Teach a student to self-monitor internal triggers
– Introduce the skill during private conversation
– Discussion to elicit concrete examples of how the student feels in
target situations
– Explain the self monitoring checklist and show how it would be
filled out
– Debrief and provide feedback
Step 2: Practice During Neutral
or Simulated Conditions
• Teach a student to self-monitor internal triggers
– Practice during role play scenarios
• Create a variety of scenarios based for the student to role play
based on actual occurrences
• Sufficiently sample the variation of situations and teach to one
situation at time
• Debrief and provide feedback
Step 3: Support Skill Use During
Typical Problem Situations
• Teach a student to self-monitor internal triggers
– Scaffold skill use during early use
• Prepare the teacher(s) to know how to support the student
to use the checklist
• Prime and pre-correct before going into a situation where
the checklist with be used
• Debrief and provide feedback
Alternative Skill Instruction Plan
Skill: Request a break using the sign for break during non-preferred, difficult, and
long tasks without adult prompting
Initial Introduction: After 6 minutes of working on a neutral task, prompt Cassie to
request a break: “Cassie, you’ve been working hard! Let’s take a break. (Model the
sign for break). Move the work materials away and have Cassie remain in her seat.
Provide her with a neutral squeeze toy. Set the timer for 1 minute. At 40 seconds
provide a transition warning: “Cassie when the timer goes off we will start work
again.” Provide a second transition warning at 50 seconds. When the timer goes off
have Cassie press the stop button and have her put the squeeze toy down.
Introduce a highly preferred work task.
o
Criteria for moving to the next prompt level: Cassie is attentive to the model
and shows that she understands the sign means she can stop working.
Instruction during Neutral Activities: Continue teaching break during neutral
activities. Prompt Cassie to make the sign for break at an intermittent schedule from
6-9 minutes. “Cassie you’ve been working hard! Let’s take a break. Show me break
(model sign for break and assist Cassie to make the break sign).” Set the timer for 1
minute and provide Cassie with a neutral squeeze toy. At 40 seconds provide a
transition warning: “Cassie when the timer goes off we will start work again.” Provide
a second transition warning at 50 seconds. When the timer goes off have Cassie
press the stop button and have her put the squeeze toy down. When Cassie returns
to work begin interspersing a return to the original task, a new highly preferred task, or
a new neutral task in random order.
o
o
Feedback for Corrects: provide social praise “Nice job telling me break
Cassie.” And then honor the request
Feedback for Errors: interrupt the error immediately and provide physical
assistance. Pair with social praise “Nice job telling me break Cassie.” And then
honor the request
o
o
Criteria for moving to the next prompt level: Continue using this prompt level
until Cassie begins to make the break sign without assistance.
Instruction during Non-Preferred and Difficult Activities: Begin to intersperse
instruction for break during non-preferred and difficult tasks. At the start of all
activities remind Cassie that she can make the sign for “break” when she wants to
stop. During neutral activities prompt the break after 7 minutes. For non preferred or
difficult tasks begin prompting the break anywhere from 3-5 minutes depending on
Cassie’s responses to the task. “Cassie you’ve been working hard! Let’s take a break.
Show me break (model sign for break and assist Cassie to make the break sign).” Set
the timer for 1 minute and provide Cassie with a neutral squeeze toy. At 40 seconds
What Would You Do?
•
For the skill you identified to teach Kevin,
develop a teaching plan that includes the
following:
– Introduction of the skill
– Practice during neutral activities
– Support for skill use during typical problem
situations
125
Main Points
• Hypothesis statements should provide enough
detail to create FUNCTION BASED intervention
plans that include:
– Proactive strategies to prevent behavior from
occurring
– Instruction to teach replacement skills that effectively
compete with problem behavior
– Intense responses for appropriate behavior
– Neutral responses and natural consequences for
undesired behavior
• Remember, plan implementers also need
support
Want more PBSIS?
www.njpbs.org