PBIS Team Training Module 3: Tertiary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative.
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PBIS Team Training Module 3: Tertiary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative Modules developed by the University of Missouri Center for School-wide PBIS and revised by North Carolina PBIS Trainers Expectations Be Responsible Return promptly from breaks Be an active participant Be Respectful Turn off cell phone ringers Listen attentively to others Be Kind Participate in activities Listen and respond appropriately to others’ ideas 4 Attention Signal Trainer will raise his/her hand Participants will raise their hand and wait quietly 5 Welcome to PBIS Module 3 Training! Prepare a poster showing successes and challenges from Universal and Secondary Implementation. Use data from your most recent Implementation Inventory, SET, etc. 6 Training Objectives Participants will be able to: Evaluate implementation of school-wide and secondary PBIS Create a system for receiving and processing individual student referrals Use data to: Identify individual students needing intervention Develop and evaluate interventions to address problem behavior Determine effectiveness of tertiary systems 7 Module 3 Accomplishments and Products At the end of these two days, teams are expected to have: Conceptualized tertiary systems for your setting Discussed implementation of teacher-led practices Reviewed data collection & assessment for individual students Developed action steps for tertiary implementation 8 Activity: PBIS Review Crossword Workbook Page 3 9 Activity Review Universal and Secondary Implementation based on Implementation Inventory Scores. Use the data to identify Action Steps Workbook Pages 4-7 10 PBIS Tertiary Support is: A systems approach to individualized intervention and support development. A process that all staff in your school will use to support individual students. A teacher-led process that utilizes a functional approach to addressing behavior 11 School Improvement Effective Academic Whole School Classroom BehaviorResources Page 5 School Culturally Organization Responsive Intensive, Individual Interventions Intensive, Individual Interventions •Tutoring Instruction•Functional Behavior Assessment & Struggling StudentsPlanning •Academic Plans Behavior Intervention Effective Culturally Remediation •Specially DesignedInstructional Instruction Progress Individuals Responsive Monitoring Practices ConsiderTargeted Group Interventions Targeted Group Interventions Practices •Small group instruction •Social Skills EC action for instruction Behavioral •Focused academic help •Reinforcement of specific skills Universal Eligibility Related Group Strategies Specially Positive School Effective sessions •Group Behavioral ServicesStrategies Design/ Designed •Classroom Coaching Climate Instructional Instruction Differentiated Mental Health FBA/BIP Behavior Practices Assistance Instruction Interventions Universal Interventions Universal Interventions Mental Effective Staff •Effective instructional •School-wide rules and Focused Positive Health Services Development practices procedures Research-based Classroom •Recognition of •Systematic Academic Instruction Management academic reinforcement Data Based achievement •Social Skills Instruction Ongoing Decision Classroom Coaching •Culturally responsive •Culturally responsive Screening and practices practices Making and Consultation Assessment •Data-based decision•Data-based decisionParent and making making •Parent & Community •Parent & Community Community Partnerships Partnerships Partnerships 12 CONTINUUM OF POSITIVE BEHAVIOR SUPPORT Secondary Prevention Specialized Group Systems for Students with At Risk Behavior ~5% Tertiary Prevention: Specialized Individualized Systems for Students with High Risk Behavior ~15% Resources Page 6 Primary Prevention School wide and Classroom wide Systems for All Students, Staff, & Settings ~ 80% of Students 13 Core GOAL: 100% of students achieve at high levels Tier I: Begins with clear goals: 1.What do we expect all students to know, understand and do as a result of our instruction? 2.How will we know if these goals are met? 3.How will we respond when students do not meet the goals with initial instruction? (Batsche, 2010) 4.How will we respond when some students have already met the goals? 14 Supplemental Tier II < 20% of students Core + Supplemental To Achieve Benchmarks 1.Where are the students performing now? 2.Where do we want them to be? 3.How long do we have to get them there? 4.How much do they have to grow per year/month to get there? 5.What resources will move them at that rate? 6.How will we monitor the growth of students receiving supplemental instruction? (Batsche, 2010) 15 Tier III ve, Individualized < 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks 1. 2. 3. 4. 5. 6. (Batsche, 2010) Where is the student performing now? Where do we want him/her to be? How long do we have to get him/her there? What supports has he/she received? What resources will move him/her at that rate? How will we monitor and evaluate the student’s 16 growth? Math Intensive Science Targeted Spanish Reading Universal Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Resources Page 6 Supporting Student Behavior Positive Behavior Intervention & Support 18 Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan (Newton, et. al., 2009) Discuss and Select Solutions Problem Solving Meeting Foundations Resources Pages 7-9 Tertiary Implementation: Data, Systems, and Practices to Support Individuals Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support 21 Data Collection Strategies & Tools Problem identification, data collection, and evaluation 22 Clear Definition of Problem Behavior The “Stranger Test” Is the description of the behavior crystal clear? Would a stranger’s description match yours? If a stranger read your description, would they be able to identify the problem behavior? 23 Measurable Descriptors Measurable Not Measurable oppositional bothering lazy talking out rude inattentive swearing fighting out of area defiant completing work 24 Data Considerations: Objective Descriptors Subjective Objective Talking during seatwork Disobedient Seldom Repeatedly Passing notes Once or twice a week Hurrying through work Leaning back in chair Five times each day Bothering a neighbor Sometimes Every ten minutes Bizarre Continuously Tapping pencil on desk Twice each period 25 Data Considerations: Data to Collect How often does the behavior occur? Frequency How extreme is it? Intensity Duration How long does it last? Context Under what circumstances does it occur? 26 Data Collection Strategies What is already collected? Anecdotal notes by teacher Office referrals Disciplinary actions 27 Data Collection Strategies What else can be collected? Products from Consequences Behavior Contracts Checklists Daily Behavior Report (DBR) Direct Observation Interviews 28 “Think sheets” Fixing Broken Rules Becoming A Problem Solver Resources Pages 10-11 29 DBRs Resources Page 12 Daily Behavior Report = DBR Also referred to as Direct Behavior Rating The DBR involves a brief rating of target behavior over a specified period of time on a scale 1-10. For more information and examples: http://www.directbehaviorratings.org/cms /index.php/communication/2uncategorised/13#groupS 30 Level II Characteristics of DBR The DBR involves a brief rating of target behavior over a specified period of time behavior(s) is specified rating of the behavior(s) typically occurs at least daily obtained information is shared across individuals (e.g., parents, teachers, students) the card is used to monitor the effects of an intervention as a component of an intervention (Chafouleas, Riley-Tillman & McDougal, 2002) 31 Potential Uses for the DBR Increase communication As a component of an intervention package, particularly in selfmanagement Provide “quick” assessment of behaviors, especially those not easily captured by other means Monitor student behavior over time Flexible 32 A systematic DBR possesses the following 4 characteristics: 1. The behavior of interest must be operationally defined 2. The observations should be conducted under standardized procedures 3. The DBR should be used in a specific time, place, and at a predetermined frequency 4. The data must be scored and summarized in a consistent manner 33 How are DBR data summarized? 1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 Class on Time Completed Work Positive Participation 34 DBR Data 25 # of incidents 20 15 10 5 0 35 DBR Considerations Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects 36 Individual Student Data Tracking Goal Info Goal: 70 Goal Start Date: 25-Aug Goal End Date: 10-Dec Goal Unit: % opportunities 12th %tile BaseLine Date: Data: 25-Aug 26-Aug 27-Aug 40 20 50 Date: Data: 28-Aug 31-Aug 1-Sep 30 60 40 INT ERVENT ION Graph Date: Heather - Hand Raising Intervention Phase1 Intervention Phase2 Base Line Data 100 90 90 % opportunities 80 80 70 70 60 50 40 70 12th Percentile 60 50 40 30 20 90 80 80 50 Goal Line 50 40 Data: Phase1: 2-Sep 3-Sep 4-Sep 8-Sep 9-Sep 10-Sep 11-Sep 14-Sep 15-Sep 30 20 10 0 Dates Intervention Phase1 Notes: Group Contingency: If Heather meets 80% goal for three of 5 days/ week the entire class earns 5 minutes extra during recess. Resources Page 13 Intervention Phase2 Notes: Phase2: 50 70 80 90 70 50 80 80 90 Direct Assessment – Frequency Counts Resources Page 14 Behavior Counting Name ____Shamel ____ Week of __Nov 5, 200X______ Behavior to be counted ____Negative Comments to Peers: (Get out of my face. ) Mon. Tue. Wed. Thurs. Fri. Total Arrival IIII IIIII II II IIIII IIIII IIIII I I 40 Math I I Science II I III IIII I 11 Art IIII IIIII IIIII III IIIII IIII I 24 I II III Reading I 3 6 Direct Assessment – Duration Recording Record the elapsed time, usually in minutes, from onset to conclusion of target Resources behavior. Be sure to indicate the date, and the activity in which the student was Page 14 engaged when the target behavior began to escalate. Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____ Target Behavior: Tantrum (screams, lays on floor, throws items) Oral vocabulary test Specific Subject 9:28-10:05, Fri, Nov 19 Specials #3 Library Went to an assembly in the gym In Crowds 9:35-10:15, Tue, Nov 16 Read Silently #2 Read Aloud Group was doing read aloud Individual Work 9:45-10:15, Mon, Nov 15 Small Group #1 Large Group Briefly describe, making sure to note date, time, and any circumstances you think noteworthy. Transition Behavior Incident Context Checklist Social/Emotional Response to demand/request Resources Transition between tasks/ setting Page 15 Interruption in routine Change in home/family dynamics Lack of social attention Negative social interaction w/peers Negative social interaction w/adults Social skills deficits Consequences imposed for negative behavior Other (specify): ____________________________ Academic/Instructional Specific subject: ____________________________ Grade level : on/above/below Activities: too easy/ too difficult Work completion: finishes quickly/ average / rarely finishes Classroom Assessment Resources Pages 16-19 Classroom Management Checklist *adapted from Geoff Colvin's Classroom Strategies Name of Teacher ___________________ Date ______________ Designing the Physical Space 1. A specific classroom area is identified for independent work. 2. A specific classroom area is identified for group work. 3. A specific classroom area is identified for free choice activity. 4. A specific classroom area is identified for time out. 5. A specific classroom area is identified which is easily accessible for teacher storage and student supplies. In Place = 2 Partially = 1 Not = 0 Level 41 I Data Considerations What is the target behavior and goal? Focus on a specific behavior that has been operationally defined Goal to increase or decrease behavior Who is the focus of the rating? Individual, small-group or class-wide What is the period for rating? Specific school period, daily, or other What is the setting of observation? Classroom or other location 42 Data Considerations How often will data be collected? Multiple times a day, daily, weekly Which tools are the best to assess the behavior? Checklist, rating scale, DBR, observation, interview Who will conduct the rating? What resources can be used to collect data? Classroom teacher, aide, or other educational professional Will ratings be tied to consequences? Consequences must be consistently delivered by person responsible 43 Activity: Tertiary Data With your team complete the Tertiary Data activity Workbook Page 8 44 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention and Support 45 Activity Critical Elements of Tertiary Systems Tertiary Systems Considerations Commit to: Establishing a team to assess and intervene with students who have serious behavior problems Allotting adequate time and resources for the team Training & planning Design & implementation of individual supports 48 Why do we need Tertiary Systems? To make a lasting, positive, change in behavior To provide a systematic way to support staff and students To establish practices for children with behavior concerns 49 Team Structure Consideration Who? What? When? Where? Why? 50 Most Common Team Structures Problem-Solving Only Team RtI & PBIS Teams PBS Pre-referral and PBIS absorbed in RtI PBS Pre-referral absorbed in RtI Will you have representatives for each level of support or for grade levels? Tier III Academic Tier III Behavior Tier II Behavior Tier II Academic Tier I Behavior Tier I Academic Problem Solving Only Team 2nd grade Behavior 1st grade Behavior Kindergarten behavior 2nd grade Academic 3rd grade Behavior 3rd grade Academic 4th grade Behavior 1st grade Academic 4th grade Academic Kindergarten Academic 5th grade Behavior 5th grade Academic RtI Team RtI process PBIS Team School-wide PBIS process How will you structure both problem solving teams? Team Responsibilities: Tertiary System Considerations Identify resources and structures develop the tertiary system of supports Assess students Develop and implement support plans Personnel Family Involvement External agency involvement (Child and Family Teams/System of Care) 54 Team Responsibilities: Implement the Tertiary System Access training and on-going staff development to establish and maintain knowledge of PBIS team Providing staff development and support to teachers regarding the process Support teachers with assessment and implementation 55 Team Responsibilities: Monitor the Tertiary System Review behavioral data and interventions in order to evaluate the effectiveness Reviewing Implementation Inventory Tertiary Systems, Data, and Practices to address areas of need 56 Activity: Tertiary Team Discuss connections to existing teams (ex. RtI, pre-referral, PBIS, SOC, etc.) Discuss team structure, organization, and communication. Complete the Tertiary Team Functions Section of your workbook. Workbook Page 9 57 Create the System: Working Smarter What does working smarter look like at the individual level? How do we invest our resources wisely? Develop a continuum of support within the tertiary level to address all the shades of red 58 Three Important Themes Create systems (not just interventions) to support all students Intervene earlier rather than later Evidence, not opinion 59 Data Decision Rules To address: Teachers initiating the behavioral support process Student data initiating the process Progress and goal completion rules Tertiary intervention effectiveness guidelines 60 Examples Less than 15 Star Tickets earned per week for 2 weeks More than 5 absences in a 30 day period 3 or more counseling referrals in a 30 day period 6 or more office discipline referrals Progress to 80% completion of homework assignments 70% of students receiving this tertiary intervention meet their goals within 8 weeks61 Activity: Tertiary Data Decision Rules Discuss with your team possible data decision rules for your school Student referrals Progress and goal completion Intervention effectiveness Workbook Page 10 62 Systems for Individual Students Quick, supportive response to teacher Understand how behavior is functionally related to the teaching environment (competing pathways) If you have multiple students displaying similar behaviors = system issue not individual student issue 63 Referral Process How will teachers know who to refer? Data decision rule Professional judgment After what process in classroom How do they refer? Form To Whom 64 Referral Process What happens next? Data collection Case manager Parent/family participation Team meeting 65 Referral Process Plan Plan written? Good fit for context? Executed by whom? How do you know? Evaluated? Next Steps 66 Individual Student Referral Process Supplemental Resources Page 20 Training & Support for Teachers Teacher Data Collection, Intervention, & Evaluation Teacher Continues Successful Interventions Request for Assistance Grade Level or Team collects data, recommends intervention, evaluates outcomes 67 Activity: Tertiary Referral Process Discuss the referral process for tertiary supports section in your workbook Workbook Page 11 68 An evaluation of Systems for the Tertiary Level: Checklist for Individual Student Systems (CISS) Resources Pages 21-24 Part I: Foundations 1. Score within the past 18 months on the SET (80%/80%), BOQ (70%), or TIC (80%) indicates that SWPBS is being implemented with fidelity 1. A person within the school building is identified to coordinate function-based support planning and implementation. 1. At least three people within the school are trained to conduct basic functional behavior assessment interviews and do simple, confirmatory direct observations based on the results of the functional behavior assessment interview. 1. At least one person within the school, or regularly available to the school, is trained to conduct direct observation methods of functional behavior assessment and lead development of a behavior support plan. 2-Fully in place 1partially in place 0-not yet started 2 1 0 2 1 0 2 1 0 2 1 0 69 Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Positive Behavior Intervention 70 & Support Functional Assessment & Intervention Level of Functional Support Tools Resources Page 25 Behavior Contract Teacher Led Problem Solving Worksheet Competing Behavior Pathway ERASE ERASE Brief Intervention Planning Person(s) involved INFORMAL EASIER SIMPLE Teacher RESPONSIVE Student Parent Additional resource Team Teacher NOT Student RESPONSIVE Parent Team COMPLICATED Team Full FBA & BIP with Child/Family Directed HARDER Teacher Team FORMAL Student Functional Analysis & Behavior 71 Parent Intervention Plan Teacher-Led Support • Developed by teacher & parent • Assess instructional practices • Individualize existing classroom plans • Assess classroom environment & social skills instruction • Could result in matching student to existing intervention Team-Directed FBA/BIP • Teacher has already attempted • More complex problem behavior • Requires the use of more assessment, observation, data collection • Child & Family Team • Safety concern 72 Both Identify: Problem behavior Setting events that increase the likelihood of the occurrence of the targeted behavior Antecedents that reliably predict the target behavior Consequences that maintain the behavior Plans to teach replacement behavior 73 Behavior What is the challenging behavior? What can you observe? What does it look or sound like? Choose one Prioritize 74 Behavior 30 # of incidents 25 20 15 10 5 0 refusing to participate cursing peers 75 Leaving assigned area Setting Events What environmental, personal, situational or daily events impact the behavior? Eating/Sleeping routines Medical/Physical problems Familial and staff interactions Do not immediately precede problem behavior 76 Setting Events 18 16 14 # of incidents 12 10 8 6 4 2 0 Exhibits/reports sickness No breakfast Missed the bus Visit with mom 77 Antecedent What happens immediately before the behavior? Predicts problem behavior When, Where, With whom, Activity Time of day Physical Setting People present Types of interactions (demands, directives, etc.) 78 Antecedent 79 Consequence What happens immediately after the behavior? Gives student a reason to repeat the problem behavior Not related to punishment 80 Consequence: Pink= Attention Maintained; Purple= Escape 40 35 30 # of incidents 25 Redirection Calling name 20 Outside Conference Reminder Ignore 15 Time Out 10 5 0 Redirection Calling name Outside Conference Reminder Ignore Time Out Function … People behave for a reason - we call this “function” Function: Does he/she get something? Tangibles, attention, stimulation, people, etc. Does he/she avoid or escape something? People, activities, embarrassment, tasks, etc. 82 Only Two Basic Functions Problem Behavior Escape/ Avoid Something Obtain/Get Something Stimulation/ Sensory Sugai, 2011 Tangible/ Activity Social Adult Peer Hypothesis Statements Information about the problem behavior is used to write a hypothesis statement that helps us predict when the problem behavior is likely to occur and the function of that behavior 84 Hypothesis Statements When Estes is ___________ and __________ (happens), he where/setting context/antecedent typically responds by _________ to gain/avoid ____________ . behavior function Hypothesis: When Estes is in language arts and the teacher is providing direct instruction he typically responds by making verbal noises (ex. Burping) to access peer and teacher attention. 85 Bruno Activity http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html Write a hypothesis statement about86 Bruno’s behavior Identifying the function helps: Choose an appropriate intervention Will this intervention meet the functional need? Choose an appropriate replacement behavior Alternative behavior taught to the student What you want the student to do instead Must meet functional need 87 Which reinforcement would be most effective: a behavior plan that gives student lunch with the teacher or a “drop an assignment” pass? 40 35 30 # of incidents 25 Redirection 20 Calling name Outside Conference 15 Reminder Ignore Time Out 10 5 0 Redirection Calling name Outside Conference Reminder Ignore Time Out Teacher-Led Behavior Support 89 Teacher – Led Support Any individualized behavior support should always begin with a hypothesis based on data about the student 90 Teacher – Led Support Level of Functional Support Tools Person(s) involved 91 Behavior Contract Individualized class or school behavior plan Adjust goals Prerequisite skills Shorter time periods More frequent reinforcement Contract to address performance deficit 92 Behavioral Contracts Positive reinforcement intervention Clarify behavioral expectations for students and staff to carry out the intervention plan Include the student in designing the contract to increase motivation Include parents in planning and reinforcement 93 Steps for Designing Behavior Contracts List student behaviors Can be reduced or increased Behavioral goals should usually be stated in positive, goal-oriented terms Clearly defined, observable (Wright, 2011; Jenson, Rhode, Reavis, 1994) 94 Steps for Designing Behavior Contracts Contract Reinforcers A statement or section that explains the minimum conditions under which the student will earn a point, sticker, or other token for showing appropriate behaviors Amount of behavior Amount of reinforcement (Wright, 2011; Jenson, Rhode, Reavis, 1994) 95 Steps for Designing Behavior Contracts (continued) Collection Describe when the student will be able to redeem points earned for reward/recognition (Wright, 2011; Jenson, Rhode, Reavis, 1994) 96 Steps for Designing Behavior Contracts (continued) Bonus clauses (optional) can provide extra incentives for the student to follow the contract offers the student some type of additional 'pay-off' for consistently reaching behavioral targets 97 (Wright, 2011; Jenson, Rhode, Reavis, 1994) Steps for Designing Behavior Contracts (continued) Negotiate and Document Terms Discuss the plan and responsibilities of the student and staff Areas for signature. both teacher and student signatures Other staff, parents, administrators (Wright, 2011; Jenson, Rhode, Reavis, 1994) 98 Sample Contracts My Contract: Race to 20! Resources Pages 26-29 99 Team Initiated Problem Solving (TIPS) Evaluate and Revise Model How are Tertiary Practices related to the Problem Solving Process? Let’s examine that together. Identify Problems Develop Hypothesis Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations 100 Teacher Led Support- How they connect to the problem solving process Problem Solving Process TIPs Problem Solving Worksheet Competing Behavior Pathways ERASE Identify the problem Primary Problem Statement Problem Behavior Explain the problem Develop hypothesis Precision Problem Statement Evaluate Setting events, antecedents, behavior and consequences Reason for engaging in the behavior Discuss and select solutions Solution Options Desired alternative and strategies to address each pathway component Appropriate behaviorwhat he/she should do instead Develop and implement action plan Action Planning Who/When listed in Strategies Support- plan for helping student engage in appropriate behavior Evaluate and revise action plan Evaluation Planning Plan review. Evaluate- to 101 determine if plan is TIPS Problem Solving Worksheet Use during Activities Date: ___________ School: ________________ 1. Primary Problem Statement Problem Statement elements Resources Page 30 Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________ 2. Precision Problem Statement 102 3. Solutions Prevent reduce probability of future or continued problem behavior Teach increase probability of positive behavior change Acknowledge Provide positive feedback when expected behavior occurs Correct Specific feedback to increase probability of improved behavior after error Extinction reduce reward for problem behavior Safety remove occurrence or possibility of injury or harm) 103 4. Action Planning For solutions to be implemented, who will do what by when? 5. Evaluation Planning Goal Setting (what will it look like when you can say there is no longer a problem?) Data Collection (gather additional information) To measure outcomes To measure fidelity of implementation 104 Teacher-Led Functional Support: Competing Pathways 105 Competing Pathways: Chart Behavior & Hypothesize Setting Events Antecedents Problem Behavior Maintaining Consequences 106 Competing Pathways: Identify Replacement Behavior(s) Setting Events Antecedents Problem Behavior Acceptable Acceptable Alternative Acceptable Alternative Acceptable Alternative Alternative Desired Alternative Maintaining Consequences Maintaining Consequences 107 Competing Pathways: Identify Interventions Setting Events Triggering Antecedents Problem Behavior Acceptable Alternative Desired Alternative Setting Event Strategies Antecedent Strategies Behavior Teaching Strategies Resources Page 32 Maintaining Consequences Maintaining Consequences Consequence Strategies 108 Case Study: Eddie 109 Case Study: Eddie Do we have a problem? What data do you have? What might you still need to collect? 110 Designing Functional Interventions Setting Events Triggering Antecedents Verbal disagreements with peers before class Asked to turn in homework Problem Behavior Verbal Disagreement With teacher Maintaining Consequences Avoids handing in homework 111 Hypothesis What is your hypothesis about the problem behavior? When Eddie is ___________ and __________ (happens), he where/setting context/antecedent typically responds by _________ to gain/avoid ____________ . behavior function 112 Replacement Behavior What do you want the student to do instead of the problem behavior? Will the behavior require shaping with a series of successive approximations of the desired behavior? 113 Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Verbal Disagree ment with peers before class Asked to turn in homework Verbal Disagreement with teacher Avoids handing in homework Acceptable Alternative Request help/ Write down assignments Desired Behavior Eddie will complete assigned homework Maintaining Consequences Adjusted work Completion goals 114 Utilizing the Competing Behavior Pathways Strategies Sheet How can you impact each area involved with the challenging behavior? Consider: Instruction Interventions Environmental modification 115 Intervention & Support Strategies: Eddie’s Plan Event Strategies Teacher and students will utilize Peer Mediation Strategies. Antecedent Strategies Re-teach and reinforce the homework submission routine. Behavior Teaching Strategies Teach Eddie how to request help and write down assignments. Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. 116 Implement the Strategies Who is responsible? Resources? When to review? Goal? Collect data during implementation 117 Eddie’s Plan Example Event Strategies Teacher and students will utilize Peer Mediation Strategies. Antecedent Strategies Re-teach and reinforce the homework submission routine. Plan review date: 11/19/2011 We agree to the conditions of this plan. Eddie Smith Student _____________ Teacher Behavior Teaching Strategies Teach Eddie how to request help and write down assignments. _________________ Parent _____________ Team member Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. 118 Evaluate Was the plan implemented consistently and with fidelity? Did it work? What changes need to be made? 119 Eddie’s Plan Review Event Strategies Teacher and students will utilize Peer Mediation Strategies. Update 11/19/11- 3 peers attended PM trng. 1 peer was observed using strategies with Eddie. Antecedent Strategies Re-teach and reinforce the homework submission routine. Update 11/19/11- retaught on 9/30/11; reinforced with Free homework passes, 6 earned to date. Behavior Teaching Strategies Teach Eddie how to request help and write down assignments. Update 11/19/11Taught 9/30/11. Increased from 1 completed assignment/wk to 8 completed assignments/ wk. Consequences Strategies Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Update 11/19/11Increased number of assignments completed by 60%. Eddie is earning free homework passes. 120 Case Study Practice: Shane Watch this video clip of Shane’s behavior in math class and identify problems. Practice with your team. Workbook Page 12 121 Teacher led Functional Assessment of Behavior: ERASE Resources Page 33-37 122 Supplemental Resources Page 34 ERASE problem behavior Explain What is the problem? Reason How will you know if it works? What is he/she getting out of it or getting away from? Appropriate How can you help this happen more often? What would you like him/her to do instead? (Scott, n.d.) ERASE: Explain What is the problem? Create an operational definition of behavior Describe why the behavior is a problem Determine if student can engage in appropriate behavior. List what has already been tried. PBIS Newsletter, Volume 2, Issue 3 124 ERASE: Reason What is student getting or avoiding? Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior PBIS Newsletter, Volume 2, Issue 3 125 ERASE: Reason Determine what types of events tend to follow behavior? peers, instruction, consequences, etc. after problem behavior after appropriate behavior 126 ERASE: Reason Make a guess at the function – why do you think he/she is doing this? access to . . . (persons, objects, attention, etc.) escape or avoid . . . (persons, activities, attention, etc.) 127 ERASE: Appropriate What would you like student to do instead? Determine what times, locations, contexts, conditions, etc. tend to predict or precede: fair pair – incompatible with problem (can’t do at same time) functional – meets the same function as problem behavior PBIS Newsletter, Volume 2, Issue 3 128 ERASE: Support How can you help this happen more often? Determine how the replacement behavior and intervention plan will be taught Rules (what it is and -- when, where, how, and why to use behavior) Examples (modeling and use of naturally occurring examples) Practice (opportunities to practice with teacher feedback) 129 PBIS Newsletter, Volume 2, Issue 3 ERASE: Support Consider realistic routines and physical arrangements that could be implemented to facilitate student success (avoid predictable failure and create success opportunities) prompts and reminders supervise avoid triggers 130 ERASE: Support Determine appropriate consequences for replacement and problem behaviors – and consider what is realistic for you to do reinforcement (matches function) correction (how might this happen?) negative consequences (matches function) natural (try to keep it as realistic as possible) 131 ERASE: Evaluate How will you know if it works? Consider realistic strategies for measuring behavior keep it simple consider times and conditions where measurement would be particularly meaningful and realistic PBIS Newsletter, Volume 2, Issue 3 132 ERASE: Evaluate Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen? 133 Activity: ERASE Process Review the data for Elvin Write the corresponding letter from the ERASE process that best describes where the information would be entered on the ERASE form Workbook Pages 13-14 134 Activity: Paper Kids Do you have students like this? How do you help? 135 General Recommendations For Tertiary Practices Keep doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well 136 General Recommendations For Tertiary Practices Do not add something new without also defining what you will stop doing to make the addition possible When it comes to problem behavior nothing is 100% 137 Activity: Tertiary Practices Evaluate and plan for Tertiary Practices Workbook Page 15 138 Additional training available for the team in your school that will be providing support and practicing the FBA/BIP processes 139 Team Initiated Problem Solving (TIPS) Model Let’s Practice! Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Using the Referrals by Student report as a Universal Screening Tool- Who? Use the data to identify individual students in need of tertiary supports. Let’s review BH data for Brandon. Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. When? When? What? Where? Why? 146 Do we have a problem? Team Initiated Problem Solving (TIPS) Model Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations (Newton, et al, 2009) Problem Statements Write a “problem statement” that specifies the precise nature of the problem The more Ws (what, when, where, who, why) you incorporate into the problem statement, the more precise the problem statement will be The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem (Newton, et al, 2009) 149 Write your Precise Problem Statement here. Precise Problem Statement, based on review of data (What, When, Where, Who, Why) BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention. (Newton, et al, 2009) Problem-Solving Action Plan Implementation and Evaluation Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? SS JA All teachers By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates JM will earn 80% of his daily points on his daily progress report 11/3/10 per day for 4/5 days per 11/3/10 week by 12/18/10 Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations (Newton, et al, 2009) Solutions – Generic Strategies Prevent – Remove or alter “trigger” for problem behavior Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”) Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage) (Newton, et al, 2009) 152 Problem statement: BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention. Prevent “Trigger” Define & Teach Reteach Respect lessons emphasizing alternatives to cursing . Teach 5 alternative phrases to express frustration. Reward/Reinforce Establish behavior contract and reward earning 80% of points per day. Withhold Reward Teach peers to withhold attention. Corrective Ask for alternative way of expressing his consequence thoughts/feelings. Suggest alternatives when necessary. Other Safety (Newton, et al, 2009) Problem-Solving Action Plan Write Solutions here. Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. (Newton, et al, 2009) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Respect lessons. Teach 5 alternative expressions. Behavior Contract and Reinforce 80% use of appropriate language. Implementation and Evaluation Who? SS JA All teachers By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates JM will earn 80% of his daily points on his daily progress report 11/3/10 per day for 4/5 days per 11/3/10 week by 12/18/10 Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations (Newton, et al, 2009) Problem-Solving Action Plan Document Implementation here. Document Goal here. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. (Newton, et al, 2009) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? SS JA All teachers By When? 11/1/10 Goal with Timeline, Fidelity & Outcome Measures, & Updates BH will earn 80% of his daily points on his behavior contract per 11/3/10 day for 4/5 days per 11/3/10 week by 12/18/10 Team Initiated Problem Solving (TIPS) Model Quick Review Identify Problems Evaluate and Revise Action Plan Develop Hypothesis . Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations (Newton, et al, 2009) BH - Respectful language 120 % opportunities 100 80 80 70 60 60 40 20 0 20 10 0 0 00 Dates 100 100 90 90 90 80 Intervention Phase1 Intervention Phase2 Base Line Data Goal Line Problem-Solving Action Plan Evaluate here. Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention. Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Re-teach Responsibility lessons Implement CICO Reinforce on-task behaviors with DPR Who? By When? SS 11/1/10 JA 11/3/10 All teachers 11/3/10 Newton,, et. al., 2009 Goal with Timeline, Fidelity & Outcome Measures, & Updates 11/1 BM has shown some initial progress withearn his behavior JM will 80% of contract and his daily points onhehis 80%report of his dailyearned progress points for the past 8 per day for 4/5 days per days. Update: week by 12/18/10 continue with the plan. Consider nextAdd a selfmonitoring component and check back in 2 weeks. Problem Solving Practice Use your disciplinary data and the results of the team activities to practice the problem solving process If you do not have your own data, practice data is provided in the Resources pages 38-40 Use the TIPS problem solving Resources Workbook Page 38-40 worksheet to assist you with Page 16 the process 160 Planning for Implementation 161 Tertiary Action Planning Review your individual student discipline data Apply the problem solving steps Develop your Module 3 Action Plan Workbook Page 17 What is the plan for individual students with intensive needs? What is the plan for data & support systems to address students with intensive needs? 162 Action Planning Workbook Page 18 Use your Implementation Inventory Data Consider Universal, Secondary and Tertiary Implementation Review the action steps your team has developed during training, prioritize items, and finalize your action plan (Action Plan document) 163 Additional Tools and Support www.ncpublicschools.org/positivebehavior/ www.pbisassessment.org www.pbis.org All references are cited in the reference section of your workbook Technical Assistance—Your Regional or LEA Coordinator Resources Pages 42-45 164 Conclusion of Module 3 Questions? Please complete and return your training evaluation form Thank you! 165