Transcript Specialized Group

Tier 2 Systems for PBIS
Flint Simonsen, Ph.D.
Whitworth University
Northwest PBIS Network
Acknowledgements
•
•
•
•
OSEP National PBIS Center
Northwest PBIS Network
Rob Horner, Leanne Hawken, Rob March
Fern Ridge Middle School, Clear Lake
Elementary, Templeton Elementary, …
Tier 2 Overview (Yellow Zone)
Prerequisites
• Effective & proactive School-wide system in place
• Team-based problem solving
• Local behavioral capacity
– Functional assessment-based behavior support planning
– Social skills programming
– Behavioral interventions
• Administrator participation
Designing School-wide Systems for
Student Success
Academic Systems
Behavioral Systems
Tertiary Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Primary Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Tertiary Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Primary Interventions
•All settings, all students
•Preventive, proactive
School-wide discipline is…
1. Identify a common purpose and approach to discipline
2. Define a clear set of positive expectations and behaviors
3. Implement procedures for teaching expected behavior
4. Differentiate supports from a continuum of procedures for
encouraging expected behavior
5. Differentiate supports from a continuum of procedures for
discouraging inappropriate behavior
6. Implement procedures for on-going monitoring and
evaluation
SW Positive
Social Competence,
Behavior Academic Achievement, and Safety
Support
OUTCOMES
Supporting
DecisionMaking
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Obstacles to Implementation
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Administrator not on the team that develops the plan
and looks at data for decision making
Plan used as punishment rather than prevention
program
Plan coordinator lacks skills to implement the program
(e.g., behavior intervention, computer)
Schools expecting plan to solve all behavior problems
Fitting plan and data evaluation into existing teams
RTI
Math
Intensive
Science
Targeted
Continuum of
Support for ALL
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Assessment of Readiness
• Schoolwide Positive Behavior Support Tier
Two Action Plan Checklist – University of
Missouri Center for SWPBS
• Benchmarks of Advanced Tiers (BAT;
Anderson, Childs, Kincaid, Horner, George,
Todd, Sampson, & Spaulding, 2011)
Activity: Assess Readiness
– Discuss as a team school readiness for Tier 2
implementation
– Use provided guidelines and resources to frame
your discussions
What is a Tier 2 Intervention?
•
•
An intervention (or set of interventions)
known by all staff and available for
students during the school day
Interventions that provide additional
student support in academic,
organizational, and/or social support
areas
What is a Tier 3 Intervention?
•
•
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An intervention (or set of interventions)
customized to the unique needs of one
child.
Based on the hypothesized function of
the child’s behavior
Designed to consider
school/home/community variables when
possible
Tier 2 in Context
Effective School–Wide System in Place
Student not responding to school-wide
Expectations
Implement Basic CICO
•Increased structure, check-in, check-out
•Frequent feedback
•Connection with key adult
Implement Basic CICO
Is the Basic
CICO Working?
Yes
•Continue with Basic
CICO
• Transition to selfmanagement
No
Conduct Brief Functional Assessment
(e.g., use FACTS)
•Where does the problem behavior
occur/not occur?
•Why does the problem behavior keep
happening?
Conduct Brief Functional Assessment
Is the behavior
severe, complex,
intensive?
Intensive,
Individualized
Behavior Support
(e.g., Full FBABIP)
Who is Appropriate for Secondary
versus Tertiary Intervention?
APPROPRIATE
INAPPROPRIATE
–
– Serious or violent behaviors/
infractions
– Extreme chronic behavior (6+
referrals)
– Require more individualized
support
 FBA-BIP
 Wrap Around Services
–
–
–
Low-level problem
behavior (not severe)
2-5 referrals
Behavior occurs across
multiple locations
Examples



talking out
minor disruption
work completion
Create Templates for Tier 2
• Starting with a template makes frequent tasks
more efficient
– Form letter (document template)
– Business form
– Stencil
Defining Secondary Interventions
at your school
• Not all students require an intensive, individualized
intervention
• Basic rule: do the least amount to produce the biggest
effect!
• We can match students w/ pre-existing programs that
can address the function the problem behavior is serving
for a student
• Check-In Check-Out is a common, comprehensive Tier 2
Intervention framework
Tier 2: Small Group Intervention Examples
• Social Skills Groups
• Check In/Check Out
• Academic Support Groups
• Self-Monitoring Program
Think Functionally When Choosing
Interventions
• “Problem Behaviors” are functional skills
• Interventions must consider the purpose of
behavior (from student’s perspective)
• Seek a match from intervention menu for the
needs of each individual student
Student Behavior in Context
A
Antecedent
Passage of Time
B
Behavior
C
Consequence
Three Functions of Behavior
Problem Behavior
Escape/Avoid
Social
Peer
Obtain
Activity
Adult
Social
Peer
Activity
Adult
Automatic
Tangible
Understanding Behavior Problems
1. Negative Reinforcement Hypothesis
2. Positive Reinforcement Hypothesis
•
•
Sensory Stimulation Hypothesis
Communication Intent
Components for Tier 2
Interventions (Practices)
• Individualized, small group interventions
(Note: Not a contradiction in terms)
– Based on functional behavioral assessment
information
– Social skills instruction
– Behavioral programming
– Multiple opportunities for high rates of
academic success
• Daily behavioral monitoring
– Self and/or adult
• Regular, frequent opportunities for
positive reinforcement
– Tangible to social
– External to internal
– Predictable to unpredictable
– Frequent to infrequent
• Home-school connection
Other Strategies
• Behavioral contracts
• Adult mentor/monitor
• Secondary social skills instruction
– Problem solving
– Conflict management
• Self-management programming
• Academic restructuring
Critical Features (System)
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•
•
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Intervention is continuously available
Rapid access to intervention (less than a week)
Very low effort by teachers
Positive system of support
– Students agree to participate
• Implemented by all staff/faculty in a school
• Flexible intervention based on assessment
– Functional behavioral assessment
Critical Features (cont.)
• Adequate resources allocated (admin, team)
• Continuous monitoring for decision-making
• Administrative support
– Time & money allocated
• No major changes in school climate
– E.g., teacher strikes, administrative turnover, major changes in
funding
• Plan implementation a top priority
Activity: Assess Current Practices
– Which current practices, programs, interventions
in your school may fit into Tier 2 systems?
– Is there a consistent process for accessing these
resources?
– Who are the people currently involved with these
programs?
– What are some “next steps” for integrating
existing practices into an organized Tier 2 system?
Entry Criteria and Screening
Establish Entry Criteria
• A process should be established for how
students enter Tier 2 programs.
• Three common entry criteria:
– Screening Results
– Office Referrals
– Teacher/Adult “Request for Assistance”
Screening
• Use of a Validated Screener:
– Six-Eight (Oct-Nov) weeks after school begins & in
Spring
– At the end of the year if desired (provides
information for planning)
– As a new student enters if needed
* Academic Screening Data Also Considered
Universal Screening
• Systematic Screening for Behavior Disorders
(SSBD)
• Social Skills Rating System (SSRS)
– Social Skills Improvement System Rating Scales
(SSIS)
– Designed to replace the SSRS
SSBD: Sample Questions
• Critical Events (Behavioral Earthquakes):
– Sets Fires,
– Vomits after eating,
– Exhibits painful shyness
• Maladaptive Behavior
– Requires punishment before s/he will terminate behavior.
– Child tests teacher imposed limits.
• Adaptive Behavior
– Is considerate of the feelings of others.
– Is socially perceptive.
Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)
Gate 1
Gate 2
Gate 3
Teachers Rank
Order 3 Ext. & 3
Int. Students
Pass Gate 1
Teachers Rate Top 3
Students on Critical
Events, Adaptive &
Maladaptive Scales
Pass Gate 2
Classroom &
Playground
Observations
Tier 3 Intervention or Special Ed. Referral
Tier 2/3
Intervention
 2009 Bridget Walker, Ph.D.
Why Behavioral Screening?
• Proactive approach – instead of “refer-testplace.”
• Provides a systematic process for looking at
students in need of Tier 2 services.
• Help us to identify the students dealing with
internalizing issues who may not have office
referrals.
• Allows us to make decisions about where to
spend our limited resources.
• Results can be compared with academic
screening results to get a complete picture of
the student’s needs.
Office Referral Criteria
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Use “Repeat Offender” data
Green Zone Interventions: 0-1 ODR
Yellow Zone Interventions: 3-5 ODR
Red Zone Interventions: 6+ ODR
– Not recommended as sole criteria but could help
recognize some at-risk students
Request for Assistance Process
• Student identified as focus of concern
• Adult completes form to provide summary of
what is known
• Completed request initiates Team ProblemSolving Process
Activity: Entry Criteria
– How do “non-responder” students get into
current supports?
– Is there a consistent process?
– Based on what you have heard today, what
changes might need to occur?
Tier 2 Team Structure and Function
Team-Based Problem Solving
Tier 2/3 Team Membership
Critical Features
• Someone skilled in function-based assessment, behavior
support planning & implementation
• Someone skilled in data-based decision making for
individual student progress
• Administrator
• Staff who know the student(s)
• Family members
No heroes……. thanks anyway
• Do not try to provide support in isolation
• We do not want heroes,
– We want self-managers; work your way out of
the manager role
• It takes a team
• If you already know it, challenge yourself
to explain or teach it to someone else.
Team Process and Pitfalls
• Problem-solving provides meeting agenda
framework
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Avoid:
“Admiring the problem”
Analysis paralysis
Time management bog-downs
Problem-Solving Steps
1. Define the problem(s)
- Analyze the data
2. Define the outcomes and data sources for measuring
the outcomes
3. Consider 2-3 options that might work
4. Evaluate each option:
- Is it safe?
- Is it doable?
- Will it work?
5. Choose an option to try
6. Determine the timeframe to evaluate effectiveness
7. Evaluate effectiveness by using the data
- Is it worth continuing?
- Try a different option?
- Re-define the problem?
Richland School District
(Process Example)
• http://www.rsd.edu/teach-learn/response-tointervention.html
– Instructional Support Team Video
Activity: Team Membership and
Process
– Are there existing team structures and processes
that could be adjusted for Tier 2 systems?
– Who are the people currently involved with these
teams?
– What are some “next-steps” for building Tier 2
teams and processes?
Data and Progress Monitoring in
Tier 2
Pick your Targets
• Identify observable behaviors to track
• Teach student your expectations
• Use simple measurement system
– For monitoring progress
– For frequent student feedback
• Teacher/Student rating systems are common
Daily Progress Report
4/8
HR
3/7
2/6
1/5
Goals
Be respectful
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Keep Hands &
Feet to Self
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
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
TOTAL POINTS
2
CICO Report
Student ____________Teacher__________
Date ________
Be Safe
0 = No
1= Good
2= Excellent
Be Respectful
Keep hands,
feet, and objects
to self
Be Your Personal Best
Use kind
words
and actions
Follow
directions
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Teacher
initials
Working in
class
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Daily Progress Report
Points Received: ______
Name: __________________________
Date: ____________
% of Points:
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow
______
Goal Achieved? Y N
GOALS:
HR
1st
2nd
3rd
4th
L
5th
6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Comments:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
Parent Signature(s) and Comments: _______________________________________________
Daily Progress Report
Adapted from Crone, Horner & Hawken (2004)
Name:
Rating Scale:
Date:
= Good day: 3 points
Points Possible: ______
Points Received: ______
% of Points:
= Mixed day: 2 points
Goal Achieved? Y N
=Will try harder tomorrow: 1 point
Goals
Calendar
Reading
Spelling &
Writing
Hands to self
(Be Respectful)
Finish all work
(Be Responsible)
Keep chair legs
on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
Math
Lunch
______
Centers
Data System  CICO-SWIS
• An effective Data System is CRITICAL
• Highly recommend CICO-SWIS
– www.swis.org
– Additional $50/year with SWIS account
– Cannot get CICO add-on without having SWIS account
• Alternative = managing excel spreadsheets
– Gets challenging with many students
– CICO Coordinator must have substantial expertise in Excel
Daily Data Entry
• Identify who will enter the data daily
– CICO Coordinator or CICO Specialist
– Train in CICO-SWIS accordingly & provide w/
account passwords
• Can show student updated graph during
check-out
Check-in/Check-Out Record
Date:__________________
CICO Coordinator:_________________
Check-In
Check-
Out
Student Name
Paper
Pencil
Notebook CICO
parent
copy
Jason
√
√
√
√
√
√
√
Leanne
Juan
√
Kiran
√
Alexa
√
Jacey
√
√
90
85
√
√
√
CICO Score
60
100
√
√
95
√
√
90
Tracking Student CICO Progress
(number = % of total daily points)
Date
Jason
Leanne
Juan
Kiran
Alexa
1/16/03
85
95
100
80
65
1/17/03
100
100
100
75
77
1/18/03
77
0
100
85
63
1/19/03
45
75
95
92
85
1/20/03
88
89
77
89
90
1/23/03
79
0
100
95
95
1/24/03
95
67
85
100
78
Daily Data Used for Decision Making
Ryan’s
Performance
Ryan's CICO
BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
0
03/07
03/08
03/09
03/12
Date
03/13
03/14
Daily Data Used for Decision Making
Rachel’s CICO Performance
Rachelle's BEP Performance
2000-2001
Percentage of Points
100
80
60
40
20
02/05
02/08
02/13
Date
02/20
02/23
SWIS-CICO Report
Daily Points Graph
What happens after they are on
CICO?
• Team will use data to monitor student progress
– Some students will “graduate” from the program
– Some students will require the support on a
continuing basis
– Some students will not respond to the program &
need more or something different
• Set up processes for:
– Fading students off of the program,
– Increasing intensity of intervention, or
– Maintaining & monitoring
Things Are Going Well… What Now?
• The GOAL is always to “Graduate” students
from our supports or Fade supports
– Do so gradually and support the transition
1)Increasing student responsibility
•
Transition into a Self-Management/ Self-Monitoring
program
2)Then, gradually remove or “Fade” components of
the intervention
Transition to Self-Monitoring
1. Student and teacher record separately
2. Compare records; reinforce accuracy
(correspondence check)
3. Over time, compare less often
4. Reinforce appropriate behavior less often
5. Periodically reinforce accuracy of monitoring
Removing Components of CICO
• After Student is Successfully Self-Monitoring
• Can begin removing components of the program
(removing staff responsibility)
– Gradually decrease # of check-ins during the day w/
teachers; Student Self Checks (keep check in and out)
– Fade from Daily check out to every other day then
1/week
– Remove check in
Example: Lucy
• Lucy has been on CICO for 3.5 months; she has earned 90% of
points each week for the last 10 weeks
• Coordinator provides rationale for self monitoring to Lucy
– Coordinator teaches Lucy to self monitor using examples and nonexamples
– When program begins, Lucy’s teacher goes over examples and nonexamples
– First week: Lucy and teacher monitor and compare records
• Teacher provides acknowledgement and feedback based on accuracy
• Ratings agree 95% of time
– Second week
• Teacher monitors approx. 60% of time; feedback based on accuracy
• Feedback at other times based on Lucy’s monitoring of behavior
– Coordinator
• Feedback based on accuracy (with teacher records)
• When Lucy monitors independently, feedback based on behavior
Self Monitoring After CICO
• Student “checks” own behavior
• Student may debrief with teacher to review
self-ratings and receive feedback
• Aim for natural levels of expectation, support,
and reinforcement
• Give special consideration to students
transitioning to new school level (e.g.,
elementary to middle school).
After “Graduation” from CICO

Continue to monitor student behavior through
discipline referrals & teacher report
• Celebrate continued success
– Some schools hold a monthly celebration for students who
are maintaining success after Graduating from CICO
• Monthly “Alumni Club” Lunch
If that doesn’t work… Reset to
Problem-Solving
Working Example
The Behavior Education Program
(BEP)
Crone, D. A., Horner, R. H., & Hawken, L. S.
(2010). Responding to problem behavior in
schools: The behavior education program
(2nd ed.). New York: Guilford Press.
Broad Features of BEP
• Students identified and receiving support within
a week
• Check-in and check-out daily with an adult at
school
• Regular feedback and reinforcement from
teachers
• Family component
• Daily performance data used to evaluate
progress
Elements of the BEP Approach
•
•
•
•
•
•
•
Organization/Structure
Identification/Referral
Contract/Agreement
Basic BEP Cycle
Functional Behavioral Assessment
Design of Support
Data Collection and Decision Making
Organization and Structure
• Coordinator
• Chair BEP meetings, faculty contact, improvement
• Specialist
• Check-in, check-out, meeting, data entry, graphs
• Together (Coordinator + Specialist) = 10 hours/wk
• Meeting 45 min per week
• Coordinator, Specialist, Sped faculty, Related Services
• All staff commitment and training
• Simple data collection and reporting system.
Identification and Referral
• Multiple office referrals
• Recommendation by teacher
• Teacher Request for Assistance
• Recommendation by parent
• Time to action:
– 30 min to 7 days (goal is < 72 hours)
Contract/Agreement
• Agreement to succeed
– Student: Student chooses to participate
– Parent
– BEP coordinator
– Teachers
• Contract may be written or verbal
– Better if written
Basic Cycle
• Morning check-in (Get Daily Progress Report)
• Give form to each teacher prior to each
period. (can also be used in cafeteria or
playground… anywhere there is a supervisor)
• End of day check-out
– Points tallied
– Reward
• Daily Progress form copy taken home and
signed.
• Return signed copy next morning.
BEP/Check and Connect Cycle
BEP Plan
Morning
Check-In
Weekly BEP Meeting
9 Week Graph Sent
Daily Teacher
Evaluation
Home
Check-In
Afternoon
Check-In
Program
Update
EXIT
Design of Support
• Common intervention foundation
(Templates)
• Modifications based on functional
behavioral assessment
• Base for building comprehensive,
individualized support.
• Data to make adjustments
Social Skills Instruction
“Social Skills are those behaviors which,
within a given situation, predict
important social outcomes.”
(Gresham, 1986, p. 5)
Social Skills Instruction
• Direct and Planned instruction that is
designed to increase social competence of
students with peers and adults.
Assumptions
• Behavior does not occur in a vacuum; it occurs in
social learning context.
• Social skills are important and can be taught.
• An ideal curriculum does not exist.
• Basic set of “Preferred Teaching Practices” exists.
• Initially, learning how to teach social skills takes time
and energy.
Instructional Approach
• Teach behavioral expectations directly
• Process for teaching social behaviors and
academic skills is fundamentally same
• Consider the influence of instructional
support
Teach Guidelines
• Behavior management problems are
instructional problems
• Emphasis is on teaching functional and
prosocial replacement behaviors
• Social skills curriculum must match the
specific need.
Teaching Academics & Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Lesson Components:
• Definition of social skills rule
• Description of skill components
• Model/demonstrations
• Role play/behavioral rehearsal activities
• Review
• Test
• Homework
Teaching Behavioral Expectations
· Define the Expectation
· Provide a Rationale
· Teach the Critical Discrimination:
- D e monstrate Appropriate Behavior
- D e monstrate Unacceptable Behavior
- P ractice telling the difference with multiple
examples
· Teach the signal and when appropriate behavior
should occur
· Teach for fluency
· Define and progress monitor how this skill will be
maintained
“Cool Tool”
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help
you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the
teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the
word.
Kid Activity
1.
2.
3.
Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
Ask students to indicate or show how they could get help.
Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they
have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help
(reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.
Types of Social Skills Problems
• Acquisition
• Fluency
• Maintenance
• Generalization
Assessment
• Assessment is important for knowing:
•
•
•
•
what you want to teach,
how your teaching is working,
if students are progressing adequately, and
when they have met their objectives.
Types of Social Skills Assessments
• Archival review
• Interviews
• Rating scales
• Tests
• Direct observations
Assessment Recommendations
• Assess directly and formatively
• Focus on observable behavior
• Focus on antecedent events and setting in
which behavior occurs
• Look for what maintains problem behavior
Assessment Outcomes
• Focus of instruction-Assessment based
• School-wide
• All students, staff, settings, times
• Specific Setting
• Playground, cafeteria, bus
• Classroom(s)
• By grade level, individual teacher, all school
• Individual Student
• Group or individual student(s)
Instructional Planning
Considerations
• Assessment based
• Scheduling
• Student Groupings/Membership
• Curriculum selection/modification
• Group and behavior management
Teaching Guidelines
• Teach social behaviors as academic skills
• Reinforce desired or expected behaviors
• Systematically address infrequent and
frequent errors (problem behaviors)
• On-going assessment to determine
effectiveness
Strategies for Generalization
• Involve others
• Use examples from instructional universe
• Teach general case and skill variations
• Teach self-management strategies
• Teach within and across settings
Social Skills Big Ideas
• Social skills are important and can be taught.
• Different social skills problems requires
different instructional planning.
• Behavior management problems are social
skills problems.
• Social skills must be taught proactively,
directly and purposefully.
• Social skills instruction should be assessment
based.
Contacts
• www.pbisnetwork.org
• [email protected]
Resouces
• www.pbis.org
• www.pbisnetwork.org
• www.pbiswashington.pbworks.com