Transcript PASS Positive Approach to Student Success

PASS
POSITIVE APPROACH TO
STUDENT SUCCESS
Inclusion for Students with
Behavior Disorders
by
James R. Poole, B.A. & Hope Caperton-Brown, Ed.D.
Kristy O’Brien, M. Ed.-Secondary Behavior Specialist
Shelia Reeves-LSSP
Jennifer Ayers-LSSP
Jackie Jones, M. Ed.-Diagnostician
Temple ISD
AGENDA
What is PASS/OASIS?
 Where did PASS come from and how effective has it
been?
 Why change our approach to addressing behavior?
 How are we initiating the PASS/OASIS process in
TISD?
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WHAT IS PASS?
 Comprehensive
program that incorporates
practices consistent with IDEA and NCLB
 Incorporates positive behavior supports
 Scientifically-based research practices and
interventions
 Behavior students are educated in the
inclusive setting, where they have access
to the general curriculum and "highly
qualified teachers"
WHAT IS PASS?
A framework for managing the behavior of students
identified as Emotionally / Behavior Disordered or
displaying high-risk behaviors
 A non-level / individualized approach
 Based on teaching behavioral expectations
primarily in mainstream (inclusive) settings
 Utilizes daily behavioral evaluation software and
weekly behavioral analysis to guide intervention
using a FBA approach
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AUTISM INTERVENTIONS
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Behavioral Interventions –
research suggests that early,
intensive behavioral
interventions may improve
outcomes for children with
autism and help the children
achieve their maximum
potential.
Sensory Integration –
integration and interpretation of
sensory stimulation from the
environment enhances
cognition.
TEACHING STUDENTS WITH AUTISM
Use visuals
o Avoid long strings of verbal instruction
o Encourage development of child’s special talents
o Use child’s fixations to motivate school work
Use concrete, visual methods to teach number concepts
o Let child use a computer instead of writing
o Protect child from sounds that hurt his/her ears
Place child near a window and avoid using fluorescent lights
o Don’t ask child to look and listen at the same time
o Teach with tactile learning materials
o Use printed words and pictures
o Generalize teaching
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STRATEGIES & INTERVENTIONS
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Applied Behavior Analysis
(ABA)
Antecedent-Based
Interventions (ABI)
Differential Reinforcement
Discrete Trial Training
(DTT)
Cognitive Behavioral
Therapy (CBT)
Computer-Aided
Instruction
Pivotal Response Training
(PRT)
Extinction
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Picture Exchange
Communication System
(PECS)
Naturalistic Intervention
Prompting
Reinforcement
Self-Management
Sensory Differences
Social Narratives
Task Analysis
Structured Teaching
Time Delay
5-point scale
Visual Supports
FOCUS OF PASS/OASIS
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Academic and behavioral success
Dignity and respect
Collaboration team efforts
Helping students develop adaptive and socially
acceptable behaviors
The student is provided a reasonable chance to
succeed
Instead of relying on unsuccessful punishment procedures,
PASS & OASIS encourages positive learning environments
and teaching behavioral skills.
DISTRICT CELEBRATIONS
 Continued
partnership with TISD and
district-wide implementation of Positive
Behavior Interventions and Supports
 Much success with initial attempts to
serve students with severe behaviors;
however, we still have room for
improvement.
 Strong administrative and faculty support
to tackle the most difficult of challenges
and educate all students.
WHY CHANGE?
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After reviewing our TISD data, we saw glaring
evidence that we are loosing our children to
suspensions, dropouts, and full time placements
in the alternative school setting. There seemed to
be a “gap” in the continuum of behavioral
interventions in our district.
TISD DATA: AREAS OF CONCERN
 We
first looked at many students data
and then decided to begin looking at
individual student data.
 This lead us to realize some students were
not responsive to traditional behavioral
interventions.
 We learned of new interventions to help
our kids feel better about themselves and
allow them to succeed in a setting with
their peers.
BEHAVIOR REFERRAL PROCESS AND
STUDENT SUPPORT TEAMS
1. Identify student with behavior concerns in Tier I setting.
2. Meet with team to discuss Tier II interventions.
3. Implement Tier II strategies.
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Collect data (discipline, attendance, grades, etc.)
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Data based decision making
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Possible referral for wrap-around services
4. Meet with team to discuss interventions that were tried & data
that was collected.
5. Committee comes to a decision about Tier III interventions.
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If the decision is made for the student to go into the PASS
program, a date will be set for the student to begin Phase 2:
Orientation of PASS
PASS PHASES
Phase 1:
Referral to
Program
Phase 2
Orientation
Aftercare
Or
PASS Out
Phase 3
Maintenance
and
Inclusion
THEY NEED US…
SO THIS DOES NOT BECOME A REALITY.
TEMPLE ISD
Providing a Global
Education, Right Here in
Central Texas.
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