Transcript Positive Behavioral Supports

Positive Behavioral
Interventions & Supports
General Overview of PBIS Intensive
Tier Processes
Module “Overview” 2004 Revised July 2010
Why Are We Here?




BIP
Safe
Schools
School Wide Positive Behavioral Interventions &
Supports (SW-PBIS)
Problem Solving Model (PSM) Implementation
Grades K-8
Safe Schools
PBIS Intensive Tier Processes
Functional Behavioral Assessment (FBA), Behavioral
Intervention (BIP),
Manifestation Determination (MD) &
Short-Term Suspension Analysis (ST-SA) Processes

Data Collection
SW –
PBIS
FBA
PSM
ST-SA
Data
Collection
MD
New Hanover County
PBIS Training Modules
PBIS
Overview Of
Proactive
StrategiesModule 1
FBAModule 3
Data
CollectionModule 2
To access training modules go to
BIP –
Module 4
Other PBIS
Processes –
Module 5
http://www.nhcs.net/sped/
What is
“Positive Behavioral
Interventions and Supports”?
PBIS focuses on PROACTIVE support
strategies that reduce the likelihood of
problem behavior and allows individual
students to be as independent and
successful as possible in the school
setting. It encompasses a range of
strategies from systemic to individual
supports.
Major Rationales for Use of Positive
Behavioral Interventions & Supports
Strategies
• Schools will continue to see more kids who
engage in problem behaviors.
• The strategy of exclusion typically has been
ineffective and will become increasingly more
problematic to use
• Schools need to increase the use of special
education practices in general education to
assist in proactively addressing problem
behaviors
• Schools will be implementing “Problem
Solving Model” (PSM) processes
Is this your idea of
“Positive Behavioral
Interventions & Supports?
“John, you skipped
school the last 2
days. Our school
policy for skipping
is to suspend you
for a day.”
“Mary, if you are
not going to do
your work then we
will just have to
take your book.”
“Bob, if it is
attention you
want let’s just
go see the
principal.”
Positive Behavioral
Interventions & Support s
=
+
Proactive
Approach
Positive
Approach
Research Based Strategies. . .
Changing aspects of the
environment that trigger or follow
challenging behavior
Teaching the student more acceptable
replacement behaviors
Monitoring the effectiveness of
modifications and instruction
PBIS Continuum
Universal
Interventions –
proactive strategies
supporting all
students
5%
15%
Intensive
Interventions individualized strategies
supporting students
with high risk behaviors
Targeted
Interventions –
specialized strategies
supporting students
with
at risk behaviors
80% of Students
Positive Behavioral Interventions & Supports
Universal
Targeted
Intensive
 School-wide PBIS
 PSM Team / IAP / IEP
PSM Team / IAP / IEP
-
-PSM Interventions
-IAP or IEP
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Data collection, assessment,
observation
-Formal evaluation
-Functional Behavior
Assessment
-Behavior Intervention Plan
-Manifestation Determination
-Short-Term Suspension
Analysis Worksheet
System wide procedures
School wide systems
Classroom systems
Non classroom systems
- Proactive management
ideas
- Informal/formal data
collection and evaluation
 Mental Health in the
Schools
Problem Solving Continuum
INTENSIVE
1–7%
STRATEGIC
5 - 15 %
CORE
80 - 90 %
School-wide systems to support student achievement.
Adapted from Sugai and Horner
PBIS Intensive
Tier Support
Strategies

Functional Behavioral Assessment (FBA)

Behavioral Intervention Plan (BIP)

Short-Term Suspension Analysis

Manifestation Determination (MD)

45 Day Interim Alternative Educational Setting
(IAES)
Building Blocks of the
FBA Process
Develop
Hypothesis
Identify Function
of
Target Behavior
Analyze Data
• Antecedent
• Behavior
Collect Data
• Consequence
• Target Behavior
Why do you need to collect data?
• to implement best teaching practices
• to report progress to parents
• to collect information regarding a student
or students’ performance
• to address the I.D.E.A. “Special Factors”
requirement for a student with an IEP
• to monitor a behavior or the response to an
intervention directed towards the behavior
• to determine eligibility for accommodations or
educational services
Organize and Summarize
• Record behaviors that can be seen and measured
• Collect information across time and settings
• Utilize multiple observers, if possible
• Utilize data collection tools
Be Specific
Be Concise
Be Descriptive
Just the facts!
Analyze your Data
• Calculate frequency/intensity/duration information
• Determine patterns of behavior
• Determine behavioral triggers
The
Behavior
Cycle
ANTECEDENT
CONSEQUENCE
BEHAVIOR
What is a
“Functional Behavioral Assessment”?
A method of identifying
the social,
affective, and
environmental
factors that reliably
predict and maintain
behaviors that
interfere with learning.
Its purpose is to
determine a target
behavior that will be
the focus of
intervention on a
Behavioral Intervention
Plan.
A Target Behavior is . . .
Analyze
Data
• a specific behavior that
needs to be replaced
OR
• a cluster or combination
of behaviors that are
related to one another
and are a part of the
target behavior
Some Cluster
Behaviors of
“Impulsivity”
Analyze
Data
Develop
Hypothesis
Format
When student is
Hypothesis
in Math class
SETTING
and teacher asks class to do independent work
ANTECEDENT / CONTEXT
he typically responds by not attempting work/ using
disrespectful language/aggressive actions
to gain
BEHAVIOR
escape from doing work
FUNCTION
What is a
“Behavioral Intervention Plan”?
A plan
generated by a
team based on the information
gathered from a FBA.
This tool is a “lesson plan” for
teaching
replacement behaviors.
A Behavioral
Intervention Plan
includes . . .
A Behavioral
Intervention Plan
also includes . . .
2 Part Focus of a BIP
Replacement /Desired
Behavior
Documentation
Rewards
Proactive Focus
Teaching Plan
Reactive Focus
Crisis
Plan
Consequences
BIP
Instructional
Considerations
“I want Joe
to
follow
directions in
class.”
How?
Who
?
When?
Documentation
?
Consequences
?
Keys for Effective
Rewards and Consequences
• Get information regarding the student’s
interests and motivators
• Get student’s “buy in” regarding rewards
system – give at least 5 reward choices
• Make sure your consequence doesn’t really
reward the student
• Utilize a variety of consequences that
offer a more positive outcome such
as restitution
Don’t Get Caught
“Failing” to . . .
-Evaluate the plan’s effectiveness
after collecting data
- Agree on the number of weeks to
implement the plan
- Schedule a date to review and
revise the plan
-Explain all aspects of BIP to student and
team members
- Document BIP as an accommodation in
IEP
Related PBIS Processes
For Students with an Individualized
Accommodation Plan (IAP) – also
known as a 504
&
Students with an Individualized
Education Plan (IEP)
•Review of suspension history
for current school year
•Manifestation Determination
Only For Students with an
IEP
• Short-Term Suspension Analysis
• Interim alternative educational setting
What is a Manifestation
Determination (MD) ?
IEP/
IAP
An IEP / IAP team decision as to whether a particular behavior exhibited by the
student that is subject to disciplinary action
is or is not a a manifestation of the student’s disability.
(NHCS Manifestation Determination Worksheet)
When…
WHAT TYPES OF INFORMATION
MUST BE CONSIDERED BY THE
TEAM?
A determination of “change” has been
made related to cumulative suspensions
via Short-Term Suspension Analysis
Worksheet
OR
• Relevant information in student’s
educational record
•IEP / IAP
• Teacher observations
A recommendation for long term
suspension has been made
• Relevant information provided by
parents
WHEN MUST A TEAM MAKE A MD?
WHO MAKES THE MD?
IEP or IAP team
•Previous diagnosis
•Behavioral concerns
What is the Purpose
of a MD?
IEP/
IAP
Meeting is conducted in order to
determine if the student can be
removed for his/her disciplinary
infraction based on the twoprong test for manifestation.
Is there a timeframe for making the MD decision?
Yes, The meeting must be conducted within 10 school days of any
decision to change the student’s placement
What is the Manifestation
Determination Two Prong
Test?

IEP/
IAP
If the team answers “yes” to either of the
(two-prong) questions below then the
behavior IS a manifestation.
Was the conduct in question caused
by the student's disability?
Did the conduct in question
have a direct and substantial
relationship to the student's
disability?
What is
Short-Term
Suspension Analysis?
IEP
Team decision (not an IEP /IAP meeting) as to whether the removal of
a student with a disability from their current educational
placement constitutes a change in services
(NHCS Short-Term Suspension Analysis Worksheet)
WHEN?
The student has reached the
10th day of suspension in a
school year, and each
WHO?
subsequent suspension
• Administrator
• Regular Ed Teacher
• Special Ed Teacher /
504 Coordinator
CONSIDERATIONS?
• Length of each removal
• Total of removal time
• Proximity of removals
to one another
• Block scheduling
What Steps Should Be
Taken After a Short-Term
Suspension Analysis ?
Team Determination of :
NO CHANGE
 A functional behavior
assessment (FBA) must be
completed / reviewed

A Behavioral Intervention Plan
(BIP) must be designed /
reviewed

IEP services provided
during periods of suspension
Team Determination of:
CHANGE
Manifestation
Determination
 A functional behavior
assessment (FBA) must be
completed / reviewed
 A Behavioral Intervention Plan
(BIP) must be designed /
reviewed
 IEP services provided
during periods of suspension
What is a 45 Day Interim
Alternative Educational
Setting (IAES) ?
IEP
A setting where a student would continue to progress in the
general curriculum, receive services/modifications identified in
IEP and services/modifications designed to address behavior in
BIP for not more than 45 days.
NOTE: The student may be placed in the IAES
setting without regard to whether the behavior is
determined to be a manifestation of the
student’s disability for certain infractions of the
code of conduct that meet the “Special
Circumstances” definition.
What are the “Special
IEP
Circumstances” in
Which IAES Can Be Used?


WHAT ARE THE “SPECIAL CIRCUMSTANCES” FOR IAES?
Weapons
– Dangerous Weapon means a weapon, device, instrument, material, or
substance, animate or inanimate, that is used for, or is readily capable of
causing death or serious bodily injury. The term does not include a pocket
knife with a blade of less than 2 ½ inches in length.
Drugs
– Controlled Substances as defined by the Controlled Substances Act)

Serious Bodily Injury
– Serious Bodily Injury (USC 13659(g))
 A substantial risk of death;
 Extreme physical pain;
 Protracted and obvious disfigurement; or
 Protracted loss or impairment of the function of a bodily member, organ, or mental
faculty.
What Next Steps Must Be
Taken When It Is
Determined That a 45 Day
IAES Will Be Made?
IEP
1.
IEP team must convene to complete a Manifestation Determination (MD)
within 10 school days NC 1504-2.1(b)(2)(d)(1)
2.
On the day school personnel decide to remove the student, they must
notify the parent and invite them to a MD meeting, enclosing the
Handbook on Parents’ Rights NC 1504-2.1(b)(2)(d)(1)
3.
The Manifestation Determination must be conducted. Regardless of the
decision of manifestation determination, the student can continue be
served in the IAES for up to 45 school days.
4.
IEP services must be provided upon removal. The IEP team determines
these services NC 1504-2.1(b)(2)(d)(1)
5.
IEP team must develop a FBA & BIP to address the behavior or if one has
already been developed, it must be reviewed and modified, as necessary
NC 1504-2.1(b)(2)(d)(1) Note that the BIP is documented as a
modification on the IEP
Resources
• NHCS Positive Behavioral Interventions and Supports
Training Modules
• NHCS Special Education & Related Services Manual
• Policies Governing Services for Children with Disabilities
– North Carolina Department of Public Instruction:
Exceptional Children Division
Web Resources
-www.pbis.org
-http://cecp.air.org
-www.udel.edu
-http://darkwing.uoregon.edu/~ttobin/
(Click on Case Study)
