Transcript Slide 1

Function-Based Problem Solving
for Students with Repeated
Problem Behaviors at the
Secondary Intervention Tier
Day 3
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
3
Connect the Dots
From days 1 & 2
• You’ve been asked to provide a summary
of the content from days 1 & 2
– What would you say is the main message of
the training?
– How would you briefly explain the function
based problem solving process?
– What key points would you make about
intervention selection?
4
Key Points from Day 2
Function-Based Interventions
• The information learned through the screening
process is organized into a behavior map
summary that illustrates:
– The typical pattern
– The circumstances associated with the
pattern
• We interpret the data and the pattern to
understand the function of behavior
Key Points from Day 2
Function-Based Interventions
• Select interventions based on the function of
behavior
– Setting event interventions – address the underlying
problems
– Antecedent interventions – address what is
happening in the immediate environment
• Effective student support plans use both
setting event and antecedent interventions
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
7
Teaching Functional
Replacements for Problem
Behavior
Social Skills for Success
Social Skill Instruction for Students
with Repeated Behavior Problems
• What is Social Skill Instruction? The
systematic presentation of key skills that
address social skill deficits relevant to the
understood function of behavior
• Why Choose Social Skill Instruction?
To help the student to develop the
competence to negotiate situations that
typically trigger behaviors.
Team Discussion
• Is any type of structured social skill
instruction currently being implemented at
your school?
• What is the availability of social skill
instruction to students with repeated
behavior issues?
• What is track record for successful
acquisition of skills?
Types of Social Skill Deficits
• Acquisition deficit - the student does not know
how to use the skill.
Performance deficit - the student knows how
but does not use the skill.
Fluency deficit – the student needs practice.
Maintenance or generalization problem – the
student demonstrates the skill appropriately in
some, but not all situations.
Common Types of Social Skills
• Survival skills (e.g., listening, following
directions, ignoring distractions)
• Interpersonal skills (e.g., sharing, asking for
permission, joining an activity, waiting your turn)
• Problem-solving skills (e.g., asking for help,
apologizing, accepting consequences, deciding
what to do)
• Conflict resolution skills (e.g., dealing with
teasing, losing, accusations, being left out, peer
pressure)
Options for Delivering
Social Skill Instruction
• Universal Instruction: Whole School,
grade, team, or class
• Targeted Instruction: Small groups of
students within a grade, team, or class or
groups of students with a common
behavioral challenge
• Individualized Instruction: one on one
instruction
Social Skills Curriculums
• Many very good purchasable curriculums
and programs. For example:
– Skillstreaming (Goldstein)
– Anger Coping Program & Coping Power Program
(Lochman)
– Fast Track (Conduct Problems Prevention Research
Group)
– Walker Social Skills Curriculum (Walker)
– Second Step (Committee for Children)
– Problem-Solving Skills Training & PMT (Kazdin)
Social Skills Curriculums
• HOWEVER:
– Don’t fall into the curriculum sequence trap
of selecting a curriculum instead of selecting
skills based on the function of behavior and
needs identified through the information
gathering process
– Use published curriculum as a resource
PBSIS Scripted Social Skill Lessons
• See social skills lessons tab in your packet
– Elementary lessons
• Nine 45-minute sessions
– Middle/High lessons
• Six 1-hour sessions that can be broken up
PBSIS Social Skills
Session Framework
• Session starts with a review of homework
assignment
• Practice of skills previously taught
• Skill Instruction
–
–
–
–
–
Lecture
Modeling
Group discussion/activity
Role-play
Individual student completion of activity
• Assignment of homework activity
Topic
Middle/High
Version
Elementary
Version
Introduction and
Emotions/Feelings
1
1&2
Triggers
2
3
Relaxation &
Thinking Skills
3
4&5
Problem-Solving
Skills
4
7
I Statements &
Understanding NonVerbal Behavior
5
6
Skills to Request
Needs Appropriately
5&6
8
6
9
Goal Plan
Lesson
Plans in
Your
Packet
SESSION 1: Introduction & Emotions
Sections
Materials
Time
I. Introductions
N/A
10 minutes
II. Icebreaker
One Icebreaker
Handout:
- Something in Common
- Fact or Fiction
- Who am I?
15 minutes
If applicable, handouts
for students and
pens/pencils
III. Norms Activity
Norms Example
Handout, flipchart and
markers
10 minutes
Stop here if breaking into two sessions
IV. Emotions
Charades
Emotions Charades
cards, hat or container
20 minutes
V. Homework
Activity
Homework Handout
5 minutes
Sample
PBSIS
Lesson
Sequence
Look out for…
Indicates that you
will have to make
curriculum choices
based on the
function of student
behavior
Examining the Curriculum Activity
Instructions:
• Review the assigned topic
– What are the specific skills being taught?
– How is the skill being taught?
– What activities are included?
– What modifications are made for the
elementary version?
• Other pertinent info or questions?
Application Group Activity
• Refer to the case example assigned to
your group
• Based on the function of the student’s
behavior – what social skills would you
teach this student to REPLACE problem
behavior?
Social Skill Instruction
Practices that Work
• A review of the social skills literature
suggests positive effects for social skills
instruction in about 64% of the studies.
• Research suggests a significant
relationship between the amount of
instructional time for social skills and
acquisition outcomes. Studies showing
positive effects provided over three
times as much instruction as studies
not showing effects.
Social Skill Instruction
Practices that Work
• Conduct frequent instructional sessions
that use a model-guided practice-testfeedback format
– Instructional sessions at least once a week
•
•
•
•
During lunch periods
Before/after school
Designated period during day (e.g. study hall)
Case management time
– Daily exposure a must – can not be done
incidentally
Social Skill Instruction
Practices that Work
• Use validated instructional practices
– Multi-media practice (e.g., computer software,
PowerPoint for stories and examples, video
modeling)
– Graphic organizers
– Visual prompts
– Role plays
– Mnemonics
Social Skill Instruction
Practices that Work
• Break the skill down into personalized and
practicable steps
– Asking for Help:
• Raise my hand
• Make eye contact with Mrs. Smith and signal to get
her attention.
• Put my hand down when Mrs. Smith acknowledges
me
• Work on another problem until Mrs. Smith comes
over
• Say, "I need help with…"
Social Skill Instruction
Practices that Work
• Break the skill down into personalized and
practicable steps
– Dealing with Teasing:
• Take deep breaths
• Think about my choices. I can:
–
–
–
–
–
Ignore Jimmy
Ask Jimmy to stop in a friendly way
Tell Jimmy his teasing hurts my feelings
Walk away from Jimmy and join another activity
Find an adult for help
• Make a choice and go do it
Application Group Activity
• Operationalize the social skill you
identified for your case student by
breaking the skill down into discrete steps
Social Skill Instruction
Practices that Work
• Select Skills that are Relevant
– Skills should be consistent with the
hypothesized function of behavior
– Skills should be age appropriate
– Skills should be appropriate to the child’s
cultural affiliation and culture of the setting
Social Skill Instruction
Practices that Work
• Plan for realistic use
– Using a variety of scenarios during instruction
and role plays to sample the different
emotional, social, and environmental
conditions students will encounter when using
the skill
– Embed supported practice into daily situations
– Capitalize on teachable moments
Social Skill Instruction
Practices that Work
• Plan for Obstacles
– Analyze and understand what contributed to
previous ‘non-use’ of the skill
– Identify environmental variables that will get in
the way of the student using the skill
– Neutralize problematic environmental
variables by:
• Modifying the environment
• Embedding strategies within instruction for handling
problematic situations (e.g., peer pressure)
Social Skill Instruction
Practices that Work
Conditions
Environmental
Variations
Social
Variations
Emotional
Variations
What Variations May a Student Encounter
When Using the Skill You Identified for Your Case Student?
Social Skill Instruction
Practices that Work
• Provide frequent constructive feedback
– Linking to self monitoring/reflection feedback
checklist
– Reflection and discussion following use/nonuse of a skill
Reflection Part 2
• Reflecting back on your discussion earlier
about what social skill instruction is
currently in place:
– To what extent is what you have in place
consistent with or different from the
recommendations presented
– Which of the practices we recommended
would you like to see incorporated into your
social skill instructional approach
Increasing
Motivation
Social Praise and
Incentive Systems
35
Incentive Systems
& Social Praise
• Why Use:
– Provides initial motivation / momentum
– Helps to shape responses quickly
– Gets us over the initial hump
• Incentives are NOT bribes
– Incentives are used to reinforce a desired response
• Ex: “Excellent job finishing your work on time”
– Bribes are used to leverage a response
• Ex: “If you do one more you can have…..”
Response Strategies
to Strengthen Behavior
•
•
•
•
Social praise
Incentive systems
Self monitoring and self-reinforcement
Natural consequences
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Why Do We Need to Use Praise?
• High rates of positive praise is one of the
“most powerful tools” to prevent problem
behaviors and increase learning (Conroy
et al., 2009)
• Staff tend to use lower ratios of positive to
negative responses with students who
have behavior issues.
Social Praise
1. Use social praise to reinforce specific
target behaviors
2. Use social praise to improve relationships
and association with a setting
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Delivery of Social Praise
• Accepted praise – ratio standard: 3:1
• Praise is contingent upon desired behavior
– corrective statements compete with
reinforcement of praise
• New behavior? Praise approximations
frequently.
• Maintenance behavior? Use praise
intermittently
Link the Incentive System to Clearly
Defined Behaviors
• Remember to define the expected
behaviors using positive and action
oriented terms
– Being on time is better than not being late
– Resolving conflicts peacefully is better than
not getting into fights
– Respecting others’ property is better than not
stealing or not vandalizing
Social Praise is Enhanced By:
• Linking to the desired behavior
• Linking to broader positive outcomes
• Using attentive body language (e.g., eye
contact)
• Pairing praise with highly preferred
reinforces
• Using an encouraging demeanor
• Being persistent
42
Social Praise May Be
Inadvertently Undermined By:
• Neutral/Negative comments (e.g., “You
always do this”)
• Negative body language (e.g., rolling eyes,
huffing)
• Inattentiveness (e.g., doing other work
while giving praise)
• Concurrent delivery of reprimands
(attention is attention)
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Providing Social Praise
Words you
choose to say
The tone and
intonation of
+ your voice +
Your body
language
Descriptive
Objective
Validating
Enthusiastic
Genuine
Eye contact
Orientation
Physical
contact
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Research Says…..
• Reviews conducted on the use of rewards have
concluded that there is no inherent negative
outcomes associated with the use of rewards
• Arguments against the use of rewards is an
overgeneralization of a minority of narrowly
conducted research studies (Cameron, 2002; Cameron &
Pierce, 1994, 2002; Cameron, Banko & Pierce, 2001)
• There is no proof that using extrinsic rewards
undermines the development of intrinsic motivation
(Reiss, 2005)
Group Discussion
• Currently your using a ticket system at your
school through your universal intervention:
– How is the ticket system working at your
school?
– How have the students responded?
– How have the staff responded?
– What are your observations about the impact
of the system on your school’s building
climate?
Design an Incentive System
• Determine the criteria and schedule of the
system.
– Establish criteria that ensures success
• Commensurate with baseline levels of behavior
• Attainable immediately
– The initial schedule should be:
• predictable and dense initially
• delivered consistently and immediately
47
Examples of Different Types of
Schedules You Can Use
Brief Interval Schedule
A reward item (or a token) are provided to the student
at the end of a defined interval provided a specified
behavior criteria is met.
Example: Every 30 seconds praise Marty for working
and add a penny on the board. When 6 pennies are
earned provide an incentive choice
Examples of Different Types of
Schedules You Can Use
Task/Routine Completion Schedule
A reward (or token) is given at the end of a particular
task or routine given a specified behavior criteria is met.
The time difference from task to task may vary slightly
but should be relatively consistent.
Example: Each time Cassie completes a task put the
finished card in a pocket. After 5 pockets are filled
provide an incentive choice.
Sample Reinforcement Schedule
Task Routine Schedule
• Todd is being reinforced on a task/routine completion
schedule.
• A reinforcer survey was administered to Todd to assess
his highly preferred rewards.
• Todd’s choice of reward is provided to him following the
end of each class period for which he demonstrates
appropriate behaviors and meets his behavioral
expectations.
• The behavioral expectations are:
–
–
–
–
Asking for help when needed
Works quietly
Acts cooperatively
Maintains appropriate peer interactions
Sample Reinforcement Schedule
Task Routine Schedule
Behavioral
Expectation
Period
1
Period
2
Period
3
/4
/4
/4
Period 4
Period 5
(Lunch)
Period
6
Period
7
Period
8
/4
/4
/4
Todd appropriately
requested help.
Todd remained
quiet in his seat
during class.
Todd maintained a
cooperative
attitude during
class.
Todd maintained
appropriate
interactions with
his peers.
Total
Earned Reward
(Circle Y or N)
Y
N
Y
N
Y
N
/4
Y
N
Y
N
Y
N
Y
N
Todd puts a “1” in the boxes corresponding to the expectation being achieved during each period.
Teacher puts a “check mark” next to Kevin’s number, which indicates agreement between Kevin’s self-monitoring and teacher’s
observations.
51
Examples of Different Types of
Schedules You Can Use
Multi-Level Schedule
Multiple levels of earn opportunities are built in across
the day and week or longer. The value of incentives
typically corresponds to the longer the delay. Quick
earned rewards = low value; slow earned rewards =
more valuable
Example: At the end of each period, Tyler earns social
praise and points. At the end of the day, if Tyler earns
90% of his points he can choose something off the daily
incentive list. At the end of the week if he earns 90% of
his points he can have 20 minutes of free choice time at
Sample Reinforcement Schedule
Multi-Level Schedule
• Self Monitoring and Rating: At the end of each
period, Alex and each teacher rate Aiden’s
behavior on a scale of 1 (Try Again), 2 (Did OK),
3 (Did my Best).
• Aiden’s recieves a bonus point for each accurate
rating.
• The following behaviors are rated:
–
–
–
–
Followed Directions
Used Appropriate language and Volume
Respected personal Space
Used “Power Strategies”
Sample Reinforcement Schedule
Multi-Level Schedule
Maximum of 28 points per period,
for a total of 112 points per day
• Classroom Reward- Any time he earns over 17 points, Aiden
receives a classroom reward for the last three minutes of class.
• Daily Reward- Any time he earns over 68 points, Aiden also earns a
reward that he can choose from a menu of Daily Reinforcers. Daily
Reinforcers include a homework pass (pass cannot be used more
than once for a class within a week), 10 minutes of free time, 10 min
of time to listen to his ipod, 10 minutes on the computer, 10 extra
minutes in auto mechanics, 10 minutes to go to the gym.
• Weekly Reward- Any time he earns over 340 points, Aiden also
earns a reward that he can choose from a menu of Weekly
Reinforcers. Weekly Reinforcers include 15 minutes in the “Wii
Lounge” or 20 minutes to organize tools in Auto mechanics.
Sample Reinforcement Schedule
Multi-Level Schedule
EXPECTATIONS
STUDENT
TEACHER
STUDENT
TEACHER
STUDENT
TEACHER STUDENT
TEACHER
FOLLOW DIRECTIONS
USE APPROPRIATE
LANGUAGE AND
VOLUME
RESPECT PERSONAL
SPACE
USE "POWER
STRATEGIES"
Rating Guide: 3 = Did my best 2 = Did ok 1 = Try again
Make the Incentive
System Concrete
• Have written operationalized criteria and
procedures
• Use a tangible exchange
– Points, tickets, tokens…..
• Use Visual Tracking
• Penny board, self monitoring chart, point sheet
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Motivators Need to Be Motivating
• Use highly motivating incentives
– Ask the student/observe their preferences
– Offer a pool of choices with varying types of
options:
• Social incentives (e.g., phone call to parents)
• Privileges (e.g., computer time)
• Tangibles (e.g., Tickets to the school
basketball game)
– Change up incentives regularly
57
Give the Student an Active Role
• The student should have an active role in
the system
– Self monitoring
– Debriefing
– Have the student add the token, mark off the
points, etc.
– Suggesting reward choices
– Choosing the reward when earned
– Incorporate student’s feedback on how it’s
working
58
Self Monitoring With Teacher Check
Behaviors
Student
Teacher
I am paying
attention
Y
N
Y
N
I am sitting in my
seat with both my
feet on the floor
Y
N
Y
N
Match?
Self Monitoring Without Teacher Check
Date
What Was Happening
1/15
Anxiety
Rating
1 2 3 4 5
1/16
1 2 3 4 5
•Gym and I had to play
game I’m really bad at
1/17
1 2 3 4 5
•In class, teacher
reviewing project
requirements
• In class, teacher was
reviewing assignment
TOMMY SCORES!
Reading
Kept my eyes on
my work
Faced forward
with feet still
Total
Spelling
Science
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
1 - Try again
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
3 - Did my best
1 - Try again
Kept my hands in 3 - Did my best
my desk zone
Asked for help
when I got
stuck?
Math
3 - Did my best
2 - Did ok
3 - Did my best
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
3 - Did my best
3 - Did my best
3 - Did my best
3 - Did my best
2 - Did ok
2 - Did ok
2 - Did ok
2 - Did ok
1 - Try again
1 - Try again
1 - Try again
1 - Try again
10/12
9/12
1 - Try again
2 - Did ok
1 - Try again
12/12
10/12
BONUS
BOX
40 or more!
41/48
Marks’ Self Monitoring Sheet
DATE:
I was working quietly
1
2
3
4
5
6
7
Mark’s Rating
Mrs. Blank’s Rating
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
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Points
earned
Total points earned
GOAL: 7 points = lunch in the classroom with Mrs. Blank
62
Incentive Systems are
Enhanced By Using:
• achievable outcomes
• a proactive schedule (i.e., given at a rate
more frequent than the behavior)
• action words to describe the behavior
• attentive body language (e.g., eye contact)
• an encouraging demeanor
• persistence
• motivating motivators
63
Incentive Systems May Be
Inadvertently Undermined By Using:
• neutral/negative comments (e.g., “You
always do this” or concurrent reprimands)
• negative body language (e.g., rolling eyes,
huffing)
• inattentiveness (e.g., doing other work
while giving praise)
• taking away previously earned incentives
• the same old thing all the time (e.g., the
student looses interest)
64
Helping Teachers Use
Effective Responses When
Behavior Occurs
Group Discussion
• Think about a recent situation you
observed where a teacher/staff handled a
situation really well
• Think about a recent situation you
observed where a teacher/staff handled a
situation poorly
Group Discussion
• For each situation:
– What did the person do that was
effective/ineffective?
– Was there a difference in the student's
response?
Strategies to Respond to Behavior
• The behavior intervention plan should
include strategies that guide staff to:
– Attend to emerging situations
– Defuse behavior quickly
– Re-engage the student in the routine
Intervention Goals
• Catch emerging situations early and
quickly
• Circumvent an escalation in behavior
– Prioritize the most important behavior to
address
• Preserve the dignity of the student
• Maintain the instructional program
Start with Your Definition of Behavior
• Refer back to where you defined the
student’s behavior according the
escalation cycle.
• What does the student say and do when
they are:
– Calm
– Show precursor/warning signals
– Peak state
– Calming down
Attend to an
Emerging Situation
Scan for signals that the
student is having difficulty
• As a proactive practice staff should always be
attending to facial, body language, tone of voice,
compliance signals that indicate a potential
problem is emerging
• The behavior intervention plan should include a
description of key behaviors for the student that
indicate a situation is emerging, such as:
–
–
–
–
–
Head down
Mumbling
Over excited
Not following directions
Depressed or agitated affect
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Michael – first
approach
– What are your suggestions for how the
teacher could improve her response to
Michael?
• Watch video clip of Michael – different
approach
– What did she do this time that you thought
was effective
Attend to the class and keep the
instructional program going
• Focus on the majority of the class first
(and the individual student second)
• Assign an independent, pairs, or small
group activity
• State an expectation for the class (e.g.,
“everyone start the math assignment”)
• Praise students for being engaged
• Walk around the classroom
Attend to Your
Own Emotional State
• The staff response should not be more
disruptive than the behavior
• Use a neutral response (verbal and
nonverbal) – remember it’s not personal
• Know your own tolerance limits and have
a strategy to stay calm or to get assistance
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Jason – first
approach
– What are your suggestions for how the
teacher could improve her response to
Jason?
• Watch video clip of Jason – different
approach
– What did she do this time that you thought
was effective
Defuse Behavior Quickly
The Number One Strategy to
Defusing Behavior
• Use neutral tone of voice, body language,
and affect when interacting with the
student
• Avoid trying to have the last word
The greater the intensity of your response
the greater likelihood behavior will escalate
The more neutral your response
the greater the likelihood behavior will de-escalate
Additional Redirection Strategies
• Speak privately
• Use language that focuses on the
behavior not the student
• Provide the student with options to choose
from
• Engage the student to generate options
• Acknowledge for positive behavior or
choices
• Give the student some space
Additional Redirection Strategies
•
•
•
•
•
•
•
•
•
Change the topic
Use humor to defuse and redirect
Label the student’s emotion
Put a positive spin on your directive
Offer a way for the student to save face
Appear relaxed
Offer a moment to compose or cool down
Provide acknowledgement / empathy statements
Precorrect so the student knows what to do
Video Activity
Same Situation-Two Approaches
• Watch the video clip of Sara – first
approach
– What are your suggestions for how the
teacher could improve her response to Sara?
• Watch video clip of Sara – different
approach
– What did she do this time that you thought
was effective?
Consider the function
when determining re-engagement strategies
• When the function is to control the
situation motivated try:
– Provide choices
– Use flexible options
– Avoid using ultimatums
• When the function is to get access to a
desired item/event:
– Make a concrete schedule for when it will be
available
Across All Situations
• Praise cooperation as soon as possible –
you don’t need to wait until the end of the
next incentive system interval
Video Activity
• Watch the video clip
• Map out the:
– Setting events
– Antecedents
– Behaviors
– Consequences
• What recommendations would make to
this teacher to change how she responded
to problem behavior
Using the hypothesis statement for Kevin make
recommendations about how staff should respond when:
When Kevin… Staff Should….
Fails to follow a
direction after
repeated
instruction
Yells out or talks
very loudly, or
debates with the
teacher
Progress
Monitoring
Progress Monitoring
• Monitoring or check in on progress should
occur every 2 weeks until a pattern of
stable improvement is made
• Progress monitoring should ask 5 key
questions using a variety of information
sources (e.g., data and discussion)
Progress Monitoring Questions
• Are interventions effective?
– Do you see a decrease in unwanted behavior?
– Do you see an increase in desired behavior?
• If interventions are not resulting in
improvements, consider the following
questions…..
Progress Monitoring Tools
Data Collection
• Wide range of possible data collection
tools:
•Frequency counts
•Running logs
•Self monitoring forms
•CICO Daily Behavior Reports
•Office Conduct Referral Forms
• Select the measure(s) that will be reflect
progress indicators for each individual
situation
• Use combinations of indicators to get the
most accurate picture
89
Student Support Plan – Page 1
Student:
IEP: ___ Yes
Tommy
X
Age & Grade: 15/9th
No
Referral made by:
X Teacher
_____ Office
_____ Parent
Intervention focus based on determined function of behavior: Gain the upper hand in social situations with adults & repair
situations where he perceives his social status is at risk
X
X
Build relationships with adults and peers
Build self identify and emotional adjustment
Interventions:
__X_ Check In/Check Out
__X_ Mentor Assigned
____ Self –monitoring
__X_ Incentive System
Progress
Monitoring
Base-line
Teacher Tally
On Avg at
least 1x each
class
Number of times
referred to office for
conduct reasons
(indicate total # of
times; OSS; ISS
Det.)
2x a month
____
____
_X_
_X_
X Build social and coping skill repertoire
X 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
_X__ Strategies for Responding to
Behavior
____ Counseling – group
____ Counseling – individual
____ Other:
____ Other:
Month
5
Month
6
Month
7
Month
8
Running Log Sample
Date
Location
Time/Period
Antecedent
Behavior/Offense
1012
Hallway
5th (on
the way
to lunch)
Lots of students in the Leaned against the
area, very noisy, and wall while walking,
distracting
then slid down to the
floor and laid on her
back
Counting task that
Knocked materials
required writing
on the floor, put her
head down
1013
Resource
room
3rd
10/13
Social
Studies
6th
Students were asked Shook her head “no”
to complete a
tried to get out of
worksheet
seat, pushed
worksheet away
10/14
Hallway
5th (on
the way
to lunch)
1015
Resource
Room
3rd
Lots of students in the Leaned against the
area, very noisy, and wall while walking,
distracting
then slid down to the
floor and laid on her
back
Counting practice
Knocked materials
and writing numbers on the floor, put her
head down, crying
Consequence
Physical assistance to
stand and keep
walking took about
10 minutes
Physical assistance to
clean up the
materials, took about
10 minutes
Verbal prompts to be
quiet and do the
work, assistance to
start the task, but did
not finish
Physical assistance to
stand and keep
walking a second
person was needed
to walk with us
Physical assistance to
clean up the
materials, took about
91
7 minutes
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________________________________________________
92
Progress Monitoring Questions
• Has the intervention(s) had enough
time to work?
– Behavior shaping is a process
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
Progress Monitoring Questions
• Does the Support Plan address all the issues
pertinent to the function of behavior?
– Do the interventions pass the function test?
– Does the support plan address each part of the
behavior pattern:
•
•
•
•
•
Neutralize or deal with the setting event/underlying issues
Modify antecedent triggers
Teach replacement skills
Build in positive reinforcement
Reduce responses to unwanted behavior
Progress Monitoring
• Are the interventions a good fit?
– Are teachers/staff comfortable with
implementing?
– Are the interventions reasonable to maintain?
– Does the student like the intervention?
– Are parents comfortable with the
interventions?
Progress Monitoring
• Are interventions being implemented
with fidelity?
– Are interventions being implemented
consistently across staff?
– Are interventions being implemented as
designed?
Antecedent Strategies
I greet Kevin when he enters class
Prior to tasks or routines that are typical troublesome for Kevin I provide a
private and personalized precorrection for expectations
I provide reminders and encouragement for Kevin to work towards his goals
At the beginning of class, I check with Kevin that he has his self-monitoring
folder
Activities, assignments, and instruction account for Kevin’s learning needs
and skill levels
I provided attention to Kevin during class (i.e. checked in on progress,
provided feedback on positive behaviors and academic work), particularly
attended to him at the start of up of independent work time:
I provide choices of independent seatwork activities
I provide Kevin with a copy of lecture notes to use during class
I break up large tasks into smaller tasks
I build in opportunities for Kevin to work with a positive peer
Strategies to Redirect or Defuse Behavior
I continually scan for signals that suggest Kevin is having difficulty
To redirect behavior without drawing attention to Kevin I:
a. Praise other students
b. Provide the class with a reminder of what the expectations are
c. Prompt for students to ask questions if they are not sure what to do
If Kevin continues to have difficulty – I speak with him privately and:
a. State expectation for the situation and have Kevin assess whether
he needs help following/meeting the expectation
b. Provide assistance to get him back engaged in the task
c. Offer choices of handling the work assignment or social situation
to help re-engage him such as:
i. Continue to try the work or take a break and come back to
the work)
ii. Work with a peer or work alone
iii. Work with me or work alone
d. Remind him of how he can get my attention or help if he needs
you.
e. Ask Kevin to offer a solution to the situation, give him a moment to
think about it and then come back
Never
Inconsistently
Sometimes
Mostly
Scoring
5= always works/I always do this;
4= mostly works/I mostly do this;
3= sometimes works/ I sometimes do this;
2 = inconsistently works/ I’m inconsistent doing this
1 = never works/ I never do this.
Always
Staff Implementation Checklist for Kevin
FBPS at the Secondary Tier:
Progress Monitoring
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 classification
 Informal check-in
with teacher
 Documented
 Documented
progress
progress
monitoring &
monitoring &
implementation
implementation
fidelity with prefidelity with predetermined checkdetermined checkin points
in points
More
‘Super’ Strategies
for Promoting
Consistent
Participant &
Implementation
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
Celebrate Successes
• Why: Focusing attention on what is going well
will create positive forward momentum
• Strategies:
–
–
–
–
–
–
Graph and share data
Celebrate participation
Celebrate successes
Provide lots of positive feedback
Validate what people are doing
Provide public acknowledgement
Sample Thank You Ticket
Educate the School Staff
• Why: to establish a common language
and framework to talk about behavior
issues.
• Strategies:
– Present a basic overview at a faculty meeting
(collaborate with your CST)
– Work with small groups that allow for
discussion and application
– Use the model presentation that comes with
curriculum
Pulling it All Together
Group Activity
• Refer to the packet of materials for Abigail
• As a group, design a support plan for
Abigail based on the hypothesis of
function provided.
• Write your interventions on the flip chart
paper provider
• Each group will debrief the interventions
they chose to implement – and why those
interventions were chosen
Planning for Your School
Group Activity
• Using the action plan form provided
• Develop a plan for your next steps