Transcript Document

Tier 2 Behavior Supports for
Students Who Struggle
JoAnne M. Malloy,
Ph.D.
February 10, 2014
Agenda
• Introductions- who we are
• The science of evidence-based behavior
support
• Case Examples: Rundlett Middle School &
Somersworth High School
• Marcel: Design a behavior support plan
• Discussion
Learning Objectives
• Understand the major principles and
features of Tier 2 supports with a PBIS
Framework
• Identify the role and functions of a Tier 2
Behavior Support Team
Our Norms
Ensure a way for everyone to participate
Bring an open mind
Listen to understand
Silence your cell phones and use them
during breaks
Acknowledgements
• George Sugai & Rob Horner, OSEP Center on
PBIS
• Lucille Eber, Illinois PBIS Network
• Margie Borawska, School Psychologist,
Rundlett Middle School
• Kathryn Francoeur, UNH Institute on Disability
Your Objectives
Marcel
• What are his behavior problems
Marcel?
Step 1
Step 2
Step 3
• What may be
events that
“trigger”
Marcel’s
aggressive
behaviors?
• How did the
school
respond to
Marcel?
• What positive
behaviors can
the school
teach Marcel?
Step 4
Step 5
• What can the school do to
teach those positive
behaviors?
• What are the steps
between what is needed
and what exists?
Positive Behavior Support (PBS)
(Carr, 2007)
• The behavior community is moving closer to the socialcognitive, socio-cultural community
• Values -driven
– Focused on improving the Quality of Life (QOL) for individuals
with significant behavior problems:
Six dimensions of (QOL):
1. material well-being,
2. health and safety,
3. social wellbeing,
4. emotional well-being,
5. leisure and recreation, and
6. autonomy
The APEX High School Model: Positive Behavior Interventions &
Supports & RENEW
Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008
& T. Scott, 2004
Student Progress Tracker;
Individual Futures Plan
Tier
3/Tertiary
Simple Individual
Interventions
Competing Behavior Pathway,
Functional Assessment Interview,
Weekly Progress Report
RENEW and
Wraparound
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Tier 2
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Universal:
School-Wide Assessment
School-Wide Prevention Systems
Small Group
Interventions
(CICO, Social and
Academic support
groups, etc)
PBIS Features- Tier 2
► Systems:
– Specialized Behavior Support Team
– Early Identification, Decision Rules.
– Communication with teacher, parents and students.
► Practices:
–
–
–
–
Check In/Check Out
Social Contracting
Other Targeted Group Interventions
Simple Functional Behavioral Assessment and Behavior Support Plans
► Data:
– Weekly (Bi-weekly) ODRs, Attendance, Progress Reports.
– Functional Behavioral Assessment, Competing Behavior Pathway
A Functional Approach to
Behavior Support
(Horner, Sugai, & Albin, 2003)
Behavior Support is:
– The design of effective environments.
In effective environments…..
• Problem behaviors are irrelevant
– Aversive events are removed
– Access to positive events are more common
• Problem behaviors are inefficient
– Appropriate behavioral alternatives available
– Appropriate behavioral alternatives are taught
• Problem behaviors are ineffective
– Problem behaviors are not rewarded
Applied Behavioral Analysis
• The notion that behavior is influenced by a 3part sequence:
1. there is a stimulus
2. there is then a response
3. There is a reinforcing consequence
• Many of the methods we now use for
teaching is based upon ABA, and there is
much research to support this framework
Functions (Purposes) of Behavior
Behavior meets a need the individual has:
• Attention- the individual is using the behavior to gain
attention from peers or adults.
• Escape- the individual is engaging in the behavior to
avoid a task, such as doing chores or homework.
• Tangible – the individual is engaging in the behavior in
order to gain something (for example, trying to get you
to buy him or her something).
• Sensory- the individual is engaging in the behavior to
respond to some stimulus or sensory need (some
children, for example, have the need to block out noise
or avoid contact with people)
The ABCs of Behavior
• Antecedents – what happens right before a
behavior occurs
• Behavior: What does the behavior look
like?
• Consequences – what happens right after
a behavior occurs
• Reinforcers – consequences which increase
a behavior
Team Initiated
Problem
Solving (TIPS)
Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Missouri PBIS
Grade Level Problem Solving Team
http://www.vimeo.com/54954199
Somersworth High School: Non-Response Criteria
for
Secondary Systems (Tier 2)
• Tier 2 (or secondary systems) supports may be activated
through different channels
Office Discipline
Referral system
Criteria: a minimum
of 3 ODR’s in a
month
Attendance Data
Criteria: 5
absences in a
quarter
Academic Data
Criteria: Student
has 2 or more F’s
in a quarter
Secondary Systems (Tier 2) Activation
Other Indicators
Criteria: 5-10 nurse visits
in 2 weeks;
Increase parent/teacher
concerns in low grades
and homework
completion
Somersworth High School & Career Technical Center
Procedures for Target Student Intervention
Is academic or
behavioral?
Behavioral
Academic
Universal Behavior Response
(re-cue, re-direct, re-teach)
* Apply Universal Classroom Strategies (refer to back of flowchart for examples)
Administration
Student has 3 or
more office referrals
(3 OSS.,ISS, non
attendance & non
tardy issues)
Truancy Officer
Student has 5 or
more absences
per quarter
Guidance
Student has 2 or
more failures in a
quarter
Nurse
Student has 5-10 visits to
the nurse in 2 weeks:
(Escalating visits,
noticeable pattern, others
at nurses discretion
Targeted Team Investigates ( TT
progress monitor is assigned)
Level 1: Social Skills CICO,
Academic Skills
Level 2:Simple
FBA, ALT study,
other
interventions
Level 3:
Comprehensive FBA
/BSP
MSP
Monitor progress for 2
weeks. If problem behavior
continues,,,
•Student achieves 50% or less
of assignments or assessment
category within a 2 week
period
•Student has 6 tardies to
class within a quarter
Complete Targeted Team referral
form and file with TT Coach(es) as
soon as possible.
Targeted Team
(coach)
communicates
back to the
referral source
& Case Manager
to report status
of referral
process
Teacher
•Student has 3 unexcused
absences
Contact other
teachers to
brainstorm
interventions
Simple FBA is written & shared with student’s
teachers, administration, referral source & the.
Monitor progress for 2 weeks, if problem
behavior continues ….
Intervention Level III: If problem
behavior continues, refer to
Renew Oversight Team
Student/teacher
dialogue to
motivate
student
Contact
parent(s) by
phone, email,
and letter
After 2 weeks, if problem continues,
conference with parent & student
If problem
continues
Tier 2 Teams
Roles:
• Behavior Support Expert (APA)
• General Educator
• Administrator
• Data Expert
• Intervention Expert or Coordinator
• Special Educator
Check In/ Check Out
Check-In Check-Out
Why does CICO work?
• Improved structure
– Prompts are provided throughout the day for correct behavior.
– System for linking student with at least one positive adult.
– Student chooses to participate.
• Student is “set up for success”
– First contact each morning is positive.
– “Blow-out” days are pre-empted.
– First contact each class period (or activity period) is positive, and
sets up successful behavioral momentum.
• Increase in contingent feedback
– Feedback occurs more often.
– Feedback is tied to student behavior.
– Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work?
• Program can be applied in all school locations
– Classroom, playground, cafeteria (anywhere there is a supervisor)
• Elevated reward for appropriate behavior
– Adult and peer attention delivered each target period
– Adult attention (and tangible) delivered at end of day
• Linking behavior support and academic support
– For academic-based, escape-maintained problem behavior incorporate
academic support
• Linking school and home support
– Provide format for positive student/parent contact
• Program is organized to morph into a self-management
system
– Increased options for making choices
– Increased ability to self-monitor performance/progress
Logistics for Setting up a
CICO program
• Faculty and staff commitment
• Is problem behavior a major concern?
• Are staff willing to commit 5 min per day?
• Is CICO a reasonable option for us?
–
–
–
–
More than 5 students need extra support
CICO is designed to work with 10-12% of kids in a school
CICO typically “works” with 67% of students.
CICO does NOT replace need for individualized supports.
• Team available
• Team leader
• CICO coordinator (morning, afternoon)
• Team (meets at least once every two weeks)
Logistics for Setting up a
CICO program
• School-wide PBS in place
• School-wide expectations defined and taught
• Reward system operating
• Clear and consistent consequences for problem behavior
• Process for identifying a student who may be
appropriate for CICO
• Student is not responding to SWPBS expectations
– Request for Assistance
• Student finds adult attention rewarding
• Student is NOT in crisis.
Date:________
___Self Monitor
___Teacher Monitor
Student:____________________
2 = Zero or 1 reminder (for staying on task or for respectful or safe behavior)
1 = 2 or more reminders
0 = Major Referral
Period
1
2
3
4
5
6
Safe
Responsible
Respectful
Totals
Homework
Complete (HS
Option):
Today’s Target: ____
Points Today ____ /42
Target Achieved? Yes ___
No ____
7
Totals
How SHS started implementing CICO
• Identified CICO Coordinator
–
–
–
–
Respected as a positive adult by students and faculty
Effective communication skills
Consistent and dependable
Effective in understanding and using data to make decisions
• Identified students through specific criteria:
–
–
–
–
–
Freshman Experience Teachers
Attendance data
Homework completion
Office discipline data
Parent requests
• Developed a roll out for the faculty
• Introduced to students and parents
What the Data Tells Us…
What we found out through the data…
In the first two weeks…
• None of the students were
reaching their goal of 80%
(wanted to establish a baseline)
• 4 out of 6 students were below
60%
• One student did not check in
consistently
• Out of the 19 days, 5 out of 6
students were consistently
turning in score cards
After 6 weeks…
•
•
•
•
3 out of 6 students were reaching
their goal of 80%
– 2 students were above 70%
– 1 student was below 60%
Another intervention was
implemented for one of the
students.
5 of the 6 students were turning in
score cards and a student
recognition was put in place
Fidelity issues around
implementation were indentified
and addressed
CICO data for 2010/11 Year ODR’s
(n=5)
10
9.33
9
8
7
That’s a 43%
Reduction in 3 months
6
5.33
5
4
3
2
1
0
Semester 1 1
Semester 2
2
32
Average Credits Earned for Youth in CICO (n=5)
4
On track to
graduate
3.5
3
Not on track to
graduate
2.5
2
1.5
1
0.5
0
Credits Semester 1
Sem 2
33
• Colby
Student’s Perspective
– Sophomore, athletic, disruptive in some classes, has an IEP, known by
peers as in the “cool” crowd, multiple failures
– His initial comment was: “…not sure if all of my 4 teachers even know
name”
– What he liked: “Teachers had to talk to me”
• Johnny
– Repeater Freshman, has an IEP, multiple failures, “outlier”
– Unsure at first and doubted anything would change
– What he liked: The consistency that someone cared and checked in with
him daily
• Alex
– Freshman, no IEP, needed help with high school transition
– Open and willing and liked all of it!
ODR Data on Students
Receiving Targeted Interventions (n=18)
Data per student
Average across students
35
10
9
30
8.94
8
25
7
6
20
5
4.06
4
15
3
10
2
1
5
0
ODRs Year Prior to
intervention
0
ODRs Year Prior to intervention
2010
ODRs Year with Internvention
2011
That is a 45%
Reduction
ODRs Year with
Internvention
2010/2011: Credits Earned
(n=13)
Average across students
Data per student
5
4
4.5
3.5
4
3.5
3
3
2.5
2.5
2
3.75
Not on track
to graduate
On track to
graduate
2.2
2
1.5
1.5
1
1
0.5
0.5
0
0
Credits Semester 1
Sem 2
Credits Semester 1
Sem 2
36
Lessons Learned
• Do not take on too many students –NOT intended for students
with higher level support needs
• Do not make it mandatory for students
• Set criteria and identify students that will most likely respond
– Use data and listen to teacher input
• Give ongoing teacher support, training, and coaching
• CICO coordinator needs to be familiar with students and seen
as positive
• Have CICO location in close proximity of the students.
• Celebrate successes!
Discussion
• What can the role of the social worker be in
Tier 2 support?
Are you a behaviorist?
Cognition,
behavior
development
One’s
behavior
Context
People &
environment
& cognition
Thank You
JoAnne M. Malloy, Ph.D., MSW
Clinical Assistant Professor
Institute on Disability
University of New Hampshire
[email protected]
http://www.pbis.org/
http://iod.unh.edu/Projects/apex/project_description.aspx