1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. DAY FINAL PTR... · 1/28/16 PaTTAN Harrisburg...

Pennsylvania Training and Technical Assistance Network

Prevent Teach Reinforce1/28/16

PaTTAN HarrisburgKim Seymour, M.Ed., Ed.S.

Adapted from:Iovannone, R., Smith, L.M., Neugebauer, T.L., & Boyer, D. (2015, October). Building State or District Capacity for Evidence-Based FBA/BIP Process: Prevent-Teach-Reinforce. Presented at the 2015 National Leadership Forum, Rosemont, IL.

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education, and to build the capacity of local educational agencies to serve students who receive special

education services.

PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment.

What is Prevent-Teach-Reinforce (PTR)?

• A standardized FBA/BIP process• Iovanne et al. (2009)

– Randomized control trail 2005-2009– Compared to students receiving “services as usual”– PTR more effective (significant to moderate effect size) in:

• Decreasing problem behavior• Increasing appropriate/replacement behaviors• Increasing academic engaged time

– Teachers implemented behavior plans with high fidelity (> 80%)

– Teachers rated PTR high on social validity measures (4.2 out of 5)

Where is PTR in MTSS?

PTR Process

• Intervention teams provided manual and assigned PTR consultant

• Four step process aligned with problem-solving process:1) Goal Setting (Problem Identification)2) Functional Assessment (Problem Analysis)3) Intervention (Intervention Implementation)

• Coaching & Fidelity

4) Evaluation (Monitoring and Evaluation of RtI)

How is PTR Different?

• Collaborative approach– Facilitated by person with expertise in ABA principles and

FBA/BIPs• Input systematically gathered from all team members• Behavior interventions selected from menu with facilitator

ensuring link to hypothesis• Behavior intervention task analyzed and matched to teacher

feasibility and skills• Coaching teacher to implement support plan part of process• Fidelity measures developed and collected• Problem-solving/decision-making based on data guidelines.

Training others

• Facilitators/coaches:– Training is a job-embedded approach– PTR overview provided to districts/states– When possible, trainer provides an example of PTR

process with a real team in a district– Districts/states select key people to be trained as

facilitators/coaches– Facilitators/coaches take a minimum of one team through

the PTR process– Facilitators/coaches receive TA from PTR researchers (e.g.

Rose Iovannone, Don Kincaid, Glen Dunlap, Phil Strain)

Training Others

• Master Facilitators/Master Coaches– Subset of Individuals trained as facilitators– Master Facilitators/Master Coaches select a

peer/professional in district to train as a facilitator by using a modified behavioral skill training approach (provide content, model, observe facilitator/coach practice, provide feedback)

– Master Facilitators/Master Coaches receive TA from PTR researchers

PTR Process

• Before Process:– Determine relevant team members– 3 levels of knowledge represented:

• Members– Person with knowledge of the student (teacher, IA, parent)– Facilitator: someone with knowledge of functional assessment,

behavioral principles (PTR consultant, school-based consultant)

– Someone with knowledge of context (administrator or designee)

PTR: Step 1

1) Goal Setting:– Identify behaviors of greatest concern to the

team and possible replacement behaviors (teach)– Prioritize and operationalize behaviors targeted

for intervention– Develop teacher friendly baseline data collection

system

Goal Setting

Step 1: Progress Monitoring System

• Individualized Behavior Rating Scale Tool –IBRST– Direct Behavior Rating (DBR) – Hybrid

assessment combining features of systematic direct observations and rating scales

– Efficient and feasible for teacher use– Provides data for decisions– Prioritized and defined behaviors measured– Requires minimum of 1 appropriate and 1

inappropriate behavior

IBRST

• 5-point scale– Can be modified

• Key– Definition of behavior– Directions: over what period of the day will behavior be

rated? What do each anchor point represent as perceptual estimates?

• Practice– After setting up, teacher practices rating student’s

behavior from earlier in the day or previous day– Adjustments made accordingly

IBRST Example

IBRST Key (Example)

Step 2: Functional Behavior Assessment

• PTR Assessment (FBA)– Prevent: antecedents/triggers of problem behavior– Teach: functions of problem behavior, possible

replacement behaviors– Reinforce: consequences associated with problem

behavior, possible reinforcers• Assessment form completed by each team member• Facilitator summarizes input on Assessment Summary Table

and develops draft hypothesis• Team reaches consensus• Facilitator has conducted at least ONE direct observation of

student and context prior to this step

PTR Assessment Organization Table

Assessment Summary Table (Example)

Assessment Summary Table (Example continued)

Example Hypothesis

Step 3: PTR Intervention Plan

• Behavior interventions selected by team from PTR Menu

• Team provides description on how interventions will look in the classroom

• Facilitator guides the team/teacher using ABA principles to develop most effective intervention that matches the team/teacher context

• Each intervention selected is described in detail by task-analyzing steps, providing scripts, describing adult behaviors, NOT student behaviors

Step 3 continued

• After plan is developed:– Time is scheduled to train team/teacher on

implementation strategies– Plans for training students and other relevant

individuals– Support provided once plan is implemented

Intervention Checklist: Elementary

Intervention Checklist: Secondary

Intervention Checklist: Secondary (STUDENT)

Writing the Intervention Plan

• Task analyze each step– Be very explicit

• Example:

Coaching/Fidelity

• Teacher and Staff Training– Initial training with no students present (30-90 min)– Model, role play, Q&A, discussion

• Coaching/Fidelity Checklist– Used by PTR Consultant for training evaluation– Evaluate teacher accuracy on each step prior to

implementation with student– Comfort and competence measured– Also used as fidelity measure after intervention is

implemented

Coaching/Fidelity: Example

Step 3: In-Class Support

• Provide support to teacher in implementation– Be present on first day of implementation– Determine when to debrief– Measure fidelity – Discuss and modify in needed

Step 4: Progress Monitoring

• Data-Based Problem-Solving– What is working/not working?– What changes are needed?– Is more data needed?

• Implementation Fidelity Data– Is the plan being implemented consistently and accurately?

• Student Outcome Data– Is problem behavior decreasing? Is replacement behavior increasing?

• Next steps decisions based on data:– Expand the plan/generalize– Intensify the plan– Fade components– Identify other behaviors to address– Gather more information to analyze the problem

Contact Information www.pattan.net

Kim Seymour, M.Ed., [email protected]

Commonwealth of Pennsylvania

Tom Wolf, Governor

Office of Child Development & Early Learningwww.education.state.pa.us | www.dpw.state.pa.us

Prevent Teach Reinforcefor Young Children (PTR-YC)

The Early Childhood Model of Individualized Positive Behavior Support

Aimee Newswanger, MSWEITA Consultant

*Material taken from CSEFEL Modules and Prevent Teach Reinforce for Young children by Glen Dunlap, Janice Lee, et. al. 2013


Understanding Challenging Behavior• Principle 1: Challenging behaviors are

communicative

• Principle 2: Challenging behaviors are maintained by their consequences

• Principle 3: Challenging behaviors occur in context

Dunlap & Lee, 2013


• Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults.

• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

• Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal.

Challenging Behaviors


Intensive individualized interventions are used with children who:• have very persistent and severe challenging

behavior • do not respond to the typical preventive

practices, child guidance procedures, or social emotional teaching strategies that would work with most children.

Intensive Individualized Interventions

1. Use 5:1 ratio of positive to negative/neutral attention 2. Use predictable and comprehensible schedules 3. Use routines within routines to heighten predictability 4. Teach behavioral expectations directly 5. Teach peer-related social skills

PTR-YC Tier I: Universal Classroom Practices


Who Qualifies for PTR-YC• Children engaging in challenging behavior.• Has been used on children from various

backgrounds and with various diagnoses.• When it is clear that an individual child needs

extra help and carefully designed assistance.

Dunlap & Lee, 2013


Steps of PTR-YC• Teaming and Goal Setting• Establishing Practical Data Collection• Functional Behavioral Assessment• Developing and Implementing the Behavior

Intervention Plan (BIP)• Follow up: Data-based Decision Making: Next

Steps.

Dunlap & Lee, 2013


The Behavior Intervention Plan (BIP)

• All Behavior Intervention Plans must include at least ONE strategy involving:– Prevent – Antecedent manipulations– Teach – Instructional Strategies– Reinforce – Consequences

Dunlap & Lee, 2013


• 3 – 4 Core Meetings• Meeting 1

– Teaming and Goal Setting– Practical Data Collection– Functional Behavior Assessment

• Meeting 2– Functional Behavior Assessment Summary/Hypothesis

Development• Meeting 3

– Developing and Implementing the Behavior Intervention Plan

• If needed, Meeting 4 – Ongoing data collection and implementation. Dunlap & Lee, 2013


PTR-YC Review – Develop a Team• Identify team members• First meeting

– Using Goal Sheet • Identify primary target behavior to decrease• Identify primary replacement skill to increase

– What behaviors do you expect of all children at the time this child typically engages in the targeted challenging behavior?

– Which is the most important one of these behaviors to teach this child?

– Develop data plan• Collect baseline data between meeting one and

two

Form 1Dunlap & Lee, 2013


Goal Setting

Dunlap & Lee, 2013


Goal Setting


2 TYPES OF PTR-YC DATA COLLECTION

Frequency CountsBehavior Rating Scale

Dunlap & Lee, 2013


Practical Data Collection• Data in the PTR-YC model are primarily used

to monitor progress.• It is not possible to collect accurate data on

every challenging behavior exhibited.• If PTR-YC is going to be used, then data must

be collected.• Data must be reasonably accurate, reliable

and valid.

Dunlap & Lee, 2013


• Team identifies data to collect (based on goals identified by team) using behavior rating scales or frequency counts.

• Data collection method identified (what, when, how, and who)

• Data collection needs to be easy for classroom staff to collect, as accurate as possible and measure what it is intended to measure.

Practical Data Collection

Dunlap & Lee, 2013


Dunlap & Lee, 2013


Behavior Rating Scale Steps1. Define the target behavior2. Determine the most important dimension of the

behavior *3. Determine when the behavior will be observed4. Develop the anchors for the rating scale*5. Determine who is responsible for recording the data6. Determine where the records will be located and

maintained.

Dunlap & Lee, 2013

Office of Child Development & Early Learningwww.education.state.pa.us | www.dpw.state.pa.usThings to consider . . .

*Anchors for Challenging Behaviors.• The PTR-YC Behavior Rating Scale

is based on a rating scale of 1 – 5.• The day with the MOST

challenging behaviors would be a 5

• The day with the LEAST/NO challenging behaviors would be a 1.

• Low scores in challenging behaviors are positive.

• The anchors are written in the bottom portion of the Behavior Rating Scale form.

*Anchors for Desirable Behaviors.• The PTR-YC Behavior Rating Scale

is based on a rating scale of 1 – 5.• A day with the MOST desirable

behaviors would be a 5.• A day with the LEAST/NO

desirable behaviors would be a 1.• High scores in desirable behaviors

are positive.• The anchors are written in the

bottom portion of the Behavior Rating Scale form.

Dunlap & Lee, 2013


MEETING 2: FUNCTIONAL BEHAVIOR ASSESSMENT

FBA for Prevent, Teach and Reinforce.

Dunlap & Lee, 2013


Second Meeting• Discusses information gathered from

Functional Behavior Assessments.• Uses summary of information to establish a

hypothesis statement on the behavior’s function.

• The hypothesis is critical as it leads directly into the behavior intervention plan.

Dunlap & Lee, 2013


Prevent Teach Reinforce for Young Children FBA

• Information gathered through the FBA process will help with the following:– Purpose/function of the child’s behavior.– Antecedent and environmental conditions that are associated with the

child’s challenging and desirable behavior.– Consequences that may be maintaining both challenging and desirable

behaviors.

• All info gathered will be summarized in a hypothesis statement.

Dunlap & Lee, 2013


PTR-YC Review – Functional Behavior Assessment

• Provide FBA forms to each member of the team at meeting 1.

• Collect forms prior to the second meeting and identify patterns seen amongst the team.– Does the FBA confirm or challenge the original

hypothesis?– What does the data say?– Gather information and summarize on the FBA

Summary Form

Dunlap & Lee, 2013


Prevent Checklist

Dunlap & Lee, 2013


Teach Checklist

Dunlap & Lee, 2013


Reinforce Checklist

Dunlap & Lee, 2013


Summarize the Patterns

Dunlap & Lee, 2013


MEETING 3 – BIP DEVELOPMENT –BRING ALL OF THIS TOGETHER.

Using FBA information and Data collected create detailed BIP

Dunlap & Lee, 2013


Identifying Strategies• Menu of intervention options with complete

descriptions; examples and considerations included.• 3 categories of interventions

– Prevent– Teach– Reinforce

• Plans include at least 1 intervention from each category, including how implementation will occur.

Dunlap & Lee, 2013


Identifying the Strategies• Three important things to keep in mind:

1. At least one strategy needs to be selected from each core component.

2. Each strategy should be linked to the FBA and hypothesis statements

3. There needs to be agreement that team members are capable of implementing the strategy as intended.

Dunlap & Lee, 2013


Summary of PTR-YC Intervention Strategies.

Prevent Strategies Teach Strategies Reinforce Strategies

• Provide choices• Intersperse difficult/non-

preferred tasks with easy/preferred tasks.

• Use visual supports and schedules

• Embed preferences into activities

• Enhance predictability with schedules

• Alter physical arrangement of the classroom

• Remove triggers for challenging behavior

• Teach communication skills

• Embed multipleinstructional opportunities

• Peer-related social skills• Self-monitoring• Tolerate delay of

reinforcement• Teach independence with

visual schedules

• Reinforce desirable behavior

• Reinforce physically incompatible behavior

• Remove reinforcement for challenging behavior

• Emergency intervention plan

Dunlap & Lee, 2013


The Plan

Dunlap & Lee, 2013


PTR-YC – Development of Behavior Plan• At this third meeting you will pick apart the

behavior plan.– Identify resources needed.– Identify time line and when implementation will

begin.– Identify data collection methods.

• From this point you will continue to meet to assess the plan’s effectiveness and the process continues in a similar cycle depending on the child/families needs.

Dunlap & Lee, 2013


Daisy’s Finalized BIPBehavior Intervention Plan Child: Daisy

Age: 3

Parents: Jessica

Classroom: Preschool 2 – Ms. K.

Date of Plan: May 20, 2013

Challenging Behavior: Crying

Function of Challenging Behavior: To avoid non-preferred activities/transitions

Hypothesis Statement: When Daisy is faced with a transition or termination of preferred activities then Daisy will begin to cry (see operational definition), often escalating into dangerous tantrums, as a result she delays transitions and non-preferred activities.

Prevent Teach Reinforce Strategy Provide choices Choosing Appropriate

Solutions Reinforce desirable behavior.

When to implement Post Lunch Time Target as soon as Daisy is finished with lunch her alternatives to clean up.

Anytime Daisy makes appropriate pre-designed choice.

Steps involved At free play co-create quiet space with Daisy. Read social story on choices with Daisy. Talk about her choices after lunch time. Prior to lunch remind Daisy of her post-lunch choices. Walk with her to her quiet area and ask her what she will do after lunch. Re-prompt choices. Watch Daisy carefully to assess when she is almost finished with lunch and re-state her choices.

Daisy’s quiet space should be reserved for Daisy only. Read social story on choices with Daisy. Talk about her choices after lunch time. Prior to lunch remind Daisy of her post-lunch choices. Walk with her to her quiet area and ask her what she will do after lunch. Re-prompt choices. Watch Daisy carefully to assess when she is almost finished with

Provide physical affirmation (i.e. hug/hi-five – Daisy’s choice) with descriptive verbal praise after creating quiet space, reading social story and practicing and throughout her lunch time prompts. Provide extra hugs and hi-fives when Daisy makes appropriate choice post lunch.


Are they doing it?

Dunlap & Lee, 2013


• Behavior plans must be implemented consistently and accurately if they are to be effective.

• 1. Transfer plan onto the Fidelity Form• 2. Schedule time to observe.• 3. Provide feedback and time to problem

solve.

Fidelity of Plan

Dunlap & Lee, 2013


THANK YOU!

Aimee Newswanger, [email protected] number: 717-901-2183

mailto:[email protected]

1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. DAY FINAL PTR... · 1/28/16 PaTTAN Harrisburg...

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Transcript of 1/28/16 PaTTAN Harrisburg Kim Seymour, M.Ed., Ed.S. DAY FINAL PTR... · 1/28/16 PaTTAN Harrisburg...