Transcript Slide 1

Function-Based Problem Solving
for Students with Repeated
Problem Behaviors at the
Secondary Intervention Tier
Day 2
The PBSIS Partnership
• PBSIS is a collaboration between the New
Jersey Department of Education, Office of
Special Education and the Boggs Center
at UMDNJ to support a PBSIS state team
for training and technical assistance to
targeted districts.
Goal 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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Overview of Day 2
• Prevention Interventions
– Addressing setting event needs in the school
setting
• Mentoring and social support
• Check – in systems
– Modifying antecedent triggers
• Environmental arrangements & modifications
• Instructional supports & accommodations
4
Overview of Day 3
• Enhancing social skill competence
– Replacing behavior with social skills
• Increasing Motivation
– Social praise and incentive systems
• Changing the Dynamic
– Effective practices for responding to
occurrences of behavior
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Students who need
supports beyond the
universal intervention tier
Five Main Components
 Early identification of
need
 General Education
screening process
 Determination of
function and behavior
patterns
 Selection and
implementation of
function-based
interventions
 Progress monitoring
Function-Based
Problem Solving at the
Secondary Intervention
Tier
Key Points from Day 1
Function Based Problem Solving
• A process for gathering and interpreting
information to understanding:
– The typical behavior pattern
– The circumstances associated with the behavior
pattern
– The function of behavior
Key Points from Day 1
Organize a Summary Map
Includes:
• Operational definition of behavior
• A baseline 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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Tommy – 9th Grade Student
Behavior Definition:
• Confrontational interactions with adults
in response to rule violation
corrections: walks away from teacher,
argues when told to do something, ignores
directions, rolls eyes, shakes head,
doesn’t take materials out, does not start
her work.
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Tommy – 9th Grade Student
Baseline
• During the course of the week (20 class
periods where data were recorded):
– 16 occurrences of rule violations
• 12 occurrences of not following a rule violation
correction
• 4 occurrences of following a rule violation
correction
• 4 periods with no rule violations
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Setting Events




Difficulty with memory recall,
organization of tasks and
materials, auditory processing,
task management
Problematic
Antecedents Conditions
Planning and Organization – often
arrives without needed materials or
assignments incomplete
 Asked where work or materials are
 Managing multiple steps or materials
Adult & Peers
Responses
Adult responses
 Non verbal cues (e.g.,
look)
 Verbal redirection
 Provide a reminder of what
is an isn't appropriate in
class
 Try to explain and discuss
the issue
 Help get on task
 Student-teacher
conference
 Move or re-assign seat
 Send to administrator
 Have take a break
Social status - sensitivity to
maintaining a public image in
front of peers (e.g. ,being put on
the spot in front of peers, )
Work Engagement – often loses focus
or attention, seems to get confused
Resiliency to stick with
about what is expected
challenging tasks or overcome  Prompts to get started working
social pressures is vulnerable
 Tasks that are challenging either in
terms of content or endurance
Power struggles - reacts
 When he is not sure what to do
defensively when adults point
him on the spot with directives or Social Relations and Interactions –
Student Responses
commands. Has better
 When he is called out in front of others  Laugh or egg him on
relationships with adults who
for a rule violation (arriving late, hat,
 Ignore him
approach interactions in with a
cell phone)
‘laid back’ friendly style & adults  Directives or commands (particularly
who establish relationships first
when given by a teacher he has had
previous conflict with)
 Receiving criticism
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Key Points from Day 1
Determine Function
• Once the data are summarized, we need
to make sense of what they are telling us
• The interpretation or 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?
Function: Gain the upper hand in social situations with adults &
repair situations where he perceives his social status is at risk
•
When in situations where Tommy is confronted with (a) ultimatums or commands for rule violations
(e.g.,, cell phone, and dress code), particularly in front of peers, Or (b) directives about academic work
(e.g., getting started, question where materials are, asked why not paying attention, etc.) he responds
confrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point with
the teacher , etc.
•
These confrontations typically result in (a) teacher dropping the issue to avoid further confrontation or
(b) continuing to confront him which often results in referral to the office (8 of 13 office conduct referrals
were for rule violations, open defiance, or disruptive behaviors).
•
Information gathered suggests that Tommy ‘s defensive response is an attempt to gain the upper hand
in social situations with adults when he is confronted to follow a direction, especially in situations where
he is put on the spot in front of peers or perceives that teachers are inconsistent from day to day or
across teachers (e.g., some address rule violations like dress code and some do not) and thus are ‘just
picking on him’
•
The nature of relationship and approach to interaction is key to whether adults achieve a cooperative
response of failure to comply with requests. Tommy wants to feel important/valued and tends to
respond better with teachers that have a history of using less confrontational approaches to redirecting
behavior. The adult response to rule violations is an important variable in Tommy’s perception of
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relationship with the teacher, trust with the teacher, and their fairness.
Putting Secondary
Interventions into Practice:
Develop the
Student Support Plan
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Strategies Shared
Thus Far Include:
• Meeting with your principal
• Model the language and process
• Implement a consistent problem solving
protocol
• Involve everyone in the process
• Support staff in the process
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
Basic Principle of
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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Student Support Plan
• What is it:
– Written plan that establishes:
• Behavior goals and expectations
• The circumstances problematic for the student
• The specific interventions and strategies to support the
student
• A plan for how to respond when behavior occurs
• Why use it:
– Provides a structure for selecting and implementing
interventions
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Guidelines for
Behavior Intervention Planning
1. Maintain a focus on the behavior
pattern and corresponding function of
behavior
•
Intervention selection should be guided by
the function of behavior
Guidelines for
Behavior Intervention Planning
2. Plan for Strategies that address
underlying needs linked to function
•
A stronger social network or better relationships?
•
Communication and social skills to handle
situations that triggers behavior?
•
Improvement in well being, concept of self and
future?
•
Experiencing academic achievement and sense
of competence?
Guidelines for
Behavior Intervention Planning
3. Organize strategies for teaching staff
to follow a logical sequence of
implementation
Guidelines for
Behavior Intervention Planning
4. Interventions work in combination
with one another and take varying
lengths of time to produce a positive
outcome
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
Student Support Plan – Page 1
Student:
IEP: ___ Yes
Age & Grade:
___ No
Referral made by: _____ Teacher
_____ Office
_____ Parent
Intervention focus based on determined function of behavior:
____Build relationships with adults and peers
____ Build self identify and emotional adjustment
Interventions:
____ Check In/Check Out
____ Mentor Assigned
____ Self –monitoring
____ Incentive System
Progress Monitoring
Daily Behavior
Report (DBR) Average
Number of times
referred to office for
conduct reasons
(indicate total # of
times; OSS; ISS Det.)
Other:
Other:
____
____
____
____
Base-line
____ Build social and coping skill repertoire
____ Support academic improvement
Social Skills Instruction – group
Social Skills Instruction – individual
Instructional Supports & modifications
Modification to Antecedent Triggers
Month
1
Month 2
Month 3
Month 4
____ Strategies for Responding to
Behavior
____ Counseling – group
____ Counseling – individual
____ Other:
____ Other:
Month 5
Month 6
Month 7
Month 8
Student Strategies and Skills – Page 2
I agree to use these skills or strategies:
I agree to go these staff for help:
I understand that when I meet my goal:
Description of Selected Strategies and Plan
Implementation – Page 3
Strategy:
Who….
Start Date:
Is Responsible to….
For How Often
I have read and understand my role in implementing the student
support plan.
If I need help or have questions, I can contact:
There are Numerous Secondary
Intervention Options
•
•
•
•
•
•
•
•
•
•
Social skills instruction
Anger management
Self-management
Peer tutoring
Positive peer reporting
Check-in Check-out
Cooperative learning strategies
Academic intervention
Organization/study skills training
Counseling / talk therapies
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Specific Interventions
We Will Be Discussing
• Prevention strategies – day 2
– Setting event strategies
• Check in Check out (CICO)
• Mentoring and social support
– Antecedent modifications
• Environmental modifications
• Instructional accommodations
• Instruction & Reinforcement – day 3
– Social Skill Instruction
– Incentive Systems & Self Monitoring
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FBPS at the Secondary Tier:
Intervention Development
Teacher Consult
Screening (I & RS)
IEP-CST (FBA)
General & Special
Education Intervention
General & Special
Education Intervention
For students who are
classified or being
evaluated for Special
Education
• A few key
function-based
strategies
• Information
documentation
 Systematic selection  Systematic selection
of function-based
of function-based
strategies – typically
strategies – typically
a combination of
a combination of
strategies
strategies
 Documented in an
 Documented in the
action plan
IEP
 Develop an
implementation
checklist* for
teaching staff
Setting Event Level
Prevention Strategies
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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)?
• Are academic issues being sufficiently
addressed?
– Basic skill remediation
– Organization and problem solving
Setting Event Level
Prevention Strategies
Check in – Check out
Systems
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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
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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
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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
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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
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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
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Overview of Check-in Check-Out
 Purpose:
Check-in Check-out (CICO) is an intervention that provides students with frequent
prompts and feedback to help promote socially appropriate behavior.
 Process:
1. Students involved in CICO will start their day with a “check-in” with the CICO Monitor.
At this time students are responsible for coming with appropriate materials (e.g., pen,
pencil) and picking up their Daily Behavior Report (DBR). The DBR lists out different
behaviors that the students will be rated on throughout the day by their teachers.
Students will have a goal for their behavior that they are trying to reach each day.
2. Students will present their DBR to each teacher at the start of class (or activity if with
same teacher for an extended period of time). This is a perfect opportunity to remind
students about expected behaviors for class.
3. At the end of class teachers will rate the students’ behavior exhibited during class on
the students’ DBR. This is an opportunity to provide students 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.
4. At the end of the day students “check-out” with the CICO Monitor. At this time the
student and/or the CICO Monitor will sum the student’s points for the day and
determine if the student’s goal was met. Students will be recognized for meeting
goals and will also engage in problem-solving around any challenges they
experienced in the day.
5. Students will bring their completed DBR home each day for a parent/guardian to
review and sign. Each student’s home has been contacted about CICO and how to
talk to student’s about their performance each day.
6. The next day students bring back the signed DBR and give it to the CICO Monitor.
The students then get a new DBR and the daily process begins again.
7. The students’ points will be tracked each day to monitor students’ progress. It is
essential that each teacher completes the form every class so the CICO Monitor can
track students’ progress to determine if the students’ behavior is improving. If student
behavior does not improve with CICO, additional support services will be
implemented to help promote students’ successful behavior at school.
 Staff Role in CICO
You can help your students in CICO by prompting and reinforcing their use of their DBR
each day and providing frequent feedback to the student. Remember, the most effective
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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
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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
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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
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Video Clip
• Check-in
– What did the monitor do well?
– How could the monitor have improved this
check in?
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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
48
Video Clip
• Teacher feedback
– What did the teacher do well?
– How could the teacher have improved
feedback?
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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
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Video Clips
• Check-out
– What did the monitor do well?
– How could the monitor improve this check
out?
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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
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Check in Check out
Examples of
Daily Behavior Reports
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________________________________________________
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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
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
Daily total:
Comments:
Parent Signature and Comments:
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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: _____________________________________________________
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Activity
• Examine the following DBR for a student
just starting CICO
• How can we improve this DBR?
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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
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Group Activity:
Bringing it back to your school
• How might CICO be used at your school?
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Summary of Today
• Organizational framework for secondary
interventions
• Assessment procedures
• Intervention development
• Interventions
– CICO
– Self-monitoring
Setting Event Level
Prevention Strategies
Mentoring and Social Supports
Mentorship for Students with
Repeated Behavior Problems
Purpose of Mentoring: Through the
development of a positive relationship with
a consistent, non-judgmental, encouraging
adult; mentoring helps the student:
– Learn how to handle situations that are socially
& emotionally challenging
– Expand their access to supportive adults
– Improve their concept of self and future
Mentoring for Students with
Repeated Behavior Problems
• Why Choose Mentoring: Good
intervention choice for students where the
function of behavior is attention motivated.
For example:
– Student is in need of adult role models
– Student is in need of adult validation and
social support
– Student is in need of a positive relationship
with an adult
– Student is in need of positive feedback and
attention
Team Discussion
• Is any type of structured mentoring
program currently being implemented at
your school?
• If yes,
– What is the focus (i.e., target audience and
purpose) of the mentoring program?
– What is the mentoring program’s track record
for successful experiences?
Mentoring Options for Students with
Repeated Behavior Problems
• Traditional mentoring: One adult to one young
person.
• Group mentoring: One adult to up to four young
people who meet as a group
• Team mentoring: Several adults working with
small groups of young people in which the adult-toyouth ratio is not greater than 1:4.
• Peer mentoring: Youth mentoring other youth.
Recruiting and Retaining Mentors
Practices that Work
• Mentors should be clear about why they
want to be a mentor. For example..
– Have a desire to influence a child’s life on a
personal level
– Believes mentoring can have a positive
influence on the choices and path a young
person takes
– Desire to better understand youth
– Enhancement of personal self-esteem
Recruiting and Retaining Mentors
Practices that Work
• Make matches based on interests that
both the mentor and the mentee share.
For example:
• Hobbies and interests
• Life experiences
• Sports
Recruiting and Retaining Mentors
Suggestions for Recruiting Mentors
• Distribute the Mentoring fact sheet to all staff
– Benefits, what to expect, who to contact
• Consider personal invitations to some staff
• Coordination team can either schedule individual
appointments with interested staff or hold a
general informational session
• Once mentors are identified arrange for Mentor
Training and ongoing “check in” sessions
Recruiting and Retaining Mentors
Practices that Work
• Common reasons why mentors stop
mentoring:
– Feeling ineffective or at risk of failure
– Perceiving that their mentees show a lack of effort or
appreciation
– Finding that the personal investment required to work
with troubled adolescents exceeds their expectations
– Feeling burdened by their youths’ issues and not be
aware of available resources
– Feeling overwhelmed by the difficult circumstances or
neediness of their mentees
Recruiting and Retaining Mentors
Practices that Work
• Ensuring social support is one strategy for
preventing mentor attrition
– Help mentors feel connected to each other
• For example: group emails or a mentor newsletter;
have periodic mentor “get together” events
– Check in with mentors to see how things are
going and what they need
– Provide encouragement and recognition
• Celebration, appreciation lunch, etc.
Recruiting and Retaining Mentors
Practices that Work
• A second strategy to prevent mentor
attrition is to provide sufficient training for
mentors: research suggests
approximately 6 hours of training
– Successful mentors feel confident in their
ability to have a positive influence in a
youth’s life
Recruiting and Retaining Mentors
Practices that Work
• Mentor Training Module Overview:
– Module 1: Mentor Responsibilities
– Module 2: Forming Relationships
– Module 3: Building Meaningful
Discussions
– Module 4: Understanding Basic Behavior
Patterns
Recruiting and Retaining Mentors
Practices that Work
• Options for Using the Mentor Training
Modules
–
–
–
–
Half day in-service
Four lunch time sessions (with pre-reading)
2 After school sessions
Independent reading with a lunchtime or
afterschool follow up/checking for
understanding session
Recruiting and Retaining Mentors
Practices that Work
• The PowerPoint presentation, along with
all the other handouts is located in the
coaches’ network session of the website
• Let’s take a look at the modules
Planning for Mentoring
Group Activity
• As you move through the modules:
– Review the content of the module
– Be prepared to describe to the group key
topics covered in the module
– Generate any questions you might have about
how to deliver or share the info with mentors
– If time permits, generate an activity you might
have mentors do during that module’s training
Behavior Skills Support Program:
Teacher Feedback Form
Teacher Name:_________________________
Student Name:_________________________
Date:_____________
Instructions: Please respond to the following statements.
Not
Very
Much
1
2
3
4
5
The student is benefiting or seeing
changes from using the new skills
1
2
3
4
5
The student is making progress with
his/her behavior
1
2
3
4
5
I am satisfied with the progress the
student has made
1
2
3
4
5
I feel able to help the student when
he/she experiences challenging
situations
1
2
3
4
5
The student is using the new skills
he/she learned in the group
Somewhat
Very
Much
Please list one positive comment about the student:____________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Additional Comments:___________________________________________
_____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Please return form to BSSP Coordinator. Thank you for your feedback.
Antecedent Level
Prevention Interventions
81
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
Antecedent Interventions Suggestions
Social Control Functions
•
•
When the function of behavior is related
to social control functions (i.e., the power
struggle) changing our interaction style
can reduce the likelihood that behavior
will occur
Help the teacher to be attentive to how
they interact with student to prevent
behavior from occurring
Antecedent Interventions Suggestions
for Social Control Functions
•
Basic rapport building
•
•
•
Greet at the door, say hello, express interest,
say something positive
Use phrases that make the student feel
empowered
Word choice & tone of voice
•
Present choices and options, speak privately,
use a neutral tone of voice, ask for the student’s
input, model appropriate social interactions
Antecedent Interventions Suggestions
Escape from Academic Work
•
When the function of behavior is
motivated by escape from academic
work, antecedent interventions that focus
on making the curriculum & instruction a
better match for the student’s learning
needs can reduce the likelihood that
behavior will occur
Antecedent Interventions Suggestions
Escape from Academic Work
•
Adapt or accommodate work to increase
access to the material
–
–
–
–
Vary learning modalities
Provide scaffolds and structure
Accommodate difficulty level
Increase motivation
Antecedent Intervention Suggestions
Vary Learning Modalities
• Gather information about various student’s
learning styles and preferences for
learning
• Develop and use a class learning profile to
plan for a range of learning experiences
• Construct learning experiences to use
combinations of learning modalities
Class Wide Learning Profile
My
Students’
Learning
Profile
Verbal/
Linguistic
John
Bob
Logical/
Mathematical
Visual/
Spatial
x
x
x
Body/
Kinesthetic
Musical/
Rhythmic
Joleesa
x
x
x
x
Franco
x
x
x
x
x
x
x
x
x
x
Stephen
x
Kathy
Jerome
x
x
x
x
Oscar
Jose
x
x
Bill
Marrissa
Naturalistic
x
Avery
Gail
Intrapersonal
x
Jennifer
Staci
Interpersonal
x
x
x
x
x
x
x
Antecedent Intervention Suggestions
Vary Learning Modalities
• Check this site out
for a fun interactive
multiple
intelligences
assessment:
• http://www.thirteen.o
rg/edonline/concept
2class/mi/index.html
Antecedent Intervention Suggestions
Vary Learning Modalities
• How will the presentation of content
incorporate a variety of learning
modalities?
• How will activities incorporate a variety of
learning modalities?
• How will assessments incorporate a
variety of learning modalities?
3 ways to present the same information
Linguistic Representation
91
3 ways to present the same information
Graphic Representation
92
3 ways to present the same information
Text and Graphic Representation
•Appearance vs. Reality: nothing is what
it seems to be so characters are nervous
Themes and off balance
•Masculine vs. Feminine: challenges
traditional gender roles
•Macbeth: self doubting, slow to act,
worried, has conflicted feelings about his
Characters ambitions
•Lady Macbeth: ambitious, strong,
ruthless, manipulative, plagued by guilt
Multi-Modality Activity Example:
Taboo
• Using the format for the game Taboo
– Organize students into groups
– Assign each group a set of vocabulary words
for the unit
– Have groups develop “Taboo” cards that list 5
descriptors that can not be used to describe
the vocabulary word when playing the game
Multi-Modality Activity Example:
Taboo
– Verbal: creating cards,
using vocabulary words
and descriptors, listening to
clues
– Visual: creating visual
picture in your mind using
clues; looking at the card
– Logical/Mathematical:
working through
relationships between
words
– Interpersonal: interacting
with others to play game
Photosynthesis
Light
Green
Water
Sun
Chlorophyll
Antecedent Intervention Suggestions
Provide Scaffolds & Supports
• Embed reminders or cues
• Set up a schedule to turn in drafts or
chunks of a project
• Check in on where a student is at with a
project, task or during the class
• Provide bulleted directions
• Chunk directions (or steps)
• Provide an individual review
• Provide a rubric
Antecedent Intervention Suggestions
Accommodate Difficulty Level
•
•
•
•
•
Provide individualized review
Provide a model or sample
Help with the first problem
Pair with a partner
Intersperse some easy (or less
challenging) items
• Reduce quantity or length of time
• Provide choice of 2 equivalent tasks of
different modality
Antecedent Intervention Suggestions
Increase Motivation
Quotes from New Jersey students:
• “Teachers can help the students learn easily what they
need to learn by keeping everyone one on track by
making sure they aren’t bored. Kids do not pay attention
when they are bored and when things get fun the kids
learn more easily and can do better in school.”
• “Don’t talk a lot ‘cause the kids will get bored and the
attention span will be lost and then we don’t know what
to do because we didn’t pay attention.”
Antecedent Intervention Suggestions
Increase Motivation
Which are used the most in your school?
Teaching
Strategy
Lecture
Audio- Visual
Demonstration
Teaching Others
Discussion
Practice Doing
Silent Reading
Most of
the Time
Regularly
Some of
the time
Hardly
Ever
Antecedent Intervention Suggestions
Increase Motivation
Learning Pyramid
Average student
retention rates
Antecedent Intervention Suggestions
Increase Motivation
• Diversity presentation of material
• Use engaging activities and presentation
strategies
• Provide choices
• Pair with a peer
• Use high interest materials
• Intersperse fun review activities
Tools to Support
Teachers
PBSIS Class-Wide
Accommodations
Organizer
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
Main Points Group Activity
• Roll the dice and get your number
• Move to that area of the room
• As a group determine an answer to your
question
• Be prepared to share your response
Main Points Group Activity
Group
Question to Answer
1
In 1-2 sentences what is the take home message from
today’s training?
2
What are three words you would use to describe the
topics discussed today?
3
What is one thing you heard about that you are already
doing?
4
What is one thing you heard about that you think your
school needs?
5
What is one obstacle you might encounter to
implementation?
6
What is one question you still have?