Burger School for Students with Autism

Derek Nowka, Ed.S.Danielle Tagai, LMSW

Burger School for Students with Autism Burger is a center-based school for Wayne County students with an Autism

Spectrum Disorder diagnosis. The students range in age from three through twenty six.

We operate in three Garden City school buildings. Our pre-k and k classrooms are located at Lathers School, students six through sixteen attend Burger West, and students seventeen and older attend Burger East.

  Eligibility for Burger School is through a referral process which starts with a

student’s resident district Special Education department. The student referral process includes a review of less restrictive options that have been considered or have proven not to meet the student’s needs.

Burger School consists of approximately 330 students and 200 staff, including teachers, teaching assistants, 3 administrators and ancillary staff (social workers, behavior specialists, occupational therapists, speech therapists and nurses).

Planning and Training Planning process took about 2 years prior to kick-off

Implementation was a gradual process Began with holding staff trainings during planning times Teachers were given examples of classroom expectations

and asked to create expectations specific to their classroom (Classroom expectation posters vary from classroom to classroom)

Expectation posters and matrices were distributed and hung up

Student Kick-off held in January 2011 Teaching of expectations began Staff were given ‘Be Bucks’ and PBS Store opened Assemblies began

Data collection began January 2011

Burger PBIS “at-a-glance”

Burger School-Wide PBIS

School-wide Positive Behavior Support (SWPBS) is a proactive approach based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavior concerns. SWPBS is being implemented in thousands of schools across the country and has been demonstrated to reduce discipline problems and increase time for instruction. The Burger PBIS system will have the same foundation, but be modified to meet the needs of our diverse learners.

Components of an effective School-wide PBS system involve:

Consistently acknowledging and rewarding

appropriate behavior. Clearly defining and teaching a set of positive

behavioral expectations. Constructively addressing problematic behavior Effectively using behavioral data to assess

progress and to problem solve A 4:1 ratio of positive to negative praise.

Behavioral expectations defined in the Burger PBS matrix include SAFETY, RESPONSIBILITY, and RESPECT. Each week, a different behavioral expectation from the Burger PBS matrix will be taught, emphasized, and reinforced throughout our school. These expectation areas are:

Bussing Classroom Bathroom Hallways Gym Office Playground Cafeteria line CBI

Experience Room Nurses Station Sensory Computers

Rewards and Consequences Students will have the opportunity

to earn Burger Bucks for displaying appropriate behavioral expectations. Staff members will distribute 5-10 bucks per week, with a focus on the behavioral expectation that is being addressed that week (ie. hallway expectation)

Staff will also have the opportunity to be recognized and rewarded for displaying/modeling appropriate behavioral expectations.

We will use Restrictive Procedures Records (ABC forms) and Burger Buck distribution as our data collection tool to show progress toward behavior expectations.

BATHROOM BUSSING CAFETERIA LINE

CLASSROOM HALLWAYS GYM OFFICE PLAYGROUND

BE RESPECTFUL

Use quiet voices Keep hands and feet to yourself Say please and thank you Be private Use nice words

Use quiet voices Use nice words Say please and thank you

Use quiet voices Keep hands and feet to yourself Say please and thank you Use nice words

Use quiet voices Use nice words Say please and thank you

Use quiet voices Walk on the right side Say please and thank you Use nice words

Use quiet voices Be nice to the equipment

Say please and thank you Use nice words

Use quiet voices Say please and thank you Wait your turn Use nice words

Wait your turn Use nice words Keep hands and feet to yourself Say please and thank you

BE RESPONSIBLE

Flush the toilet Wash hands with soap and water Ask for help Listen and follow directions Clean up after yourself

Ask for help Stay in line Be on time Be ready to go home Listen and follow directions

Throw away your trash Stay in line and keep moving Ask for help Listen and follow directions Clean up after yourself

Ask for help Listen and follow directions Clean up after yourself

Ask for help Listen and follow directions

Ask for help Wear gym shoes Dress appropriately Listen and follow directions Clean up after yourself

Ask for help Drop off and pick up Listen and follow directions Clean up after yourself

Ask for help Dress for the weather Listen and follow directions Clean up after yourself

BE SAFE Walk Keep the lights on Keep hands and feet to yourself Water stays in the sink and toilet

Sit and wait your turn Keep hands and feet to yourself Stay with your group Walk

Walk Wash hands with soap and water Touch only your own food Keep hands and feet to yourself

Walk Keep hands and feet to yourself

Walk Watch where you are going Keep hands and feet to yourself

Watch where you are going Keep hands and feet to yourself Use equipment properly

Walk Watch where you are going Keep hands and feet to yourself

Watch where you are going Keep hands and feet to yourself Stay on the playground Use equipment appropriately

BURGER POSITIVE BEHAVIOR SUPPORT MATRIX

BURGER POSITIVE BEHAVIOR SUPPORT MATRIX

CBI EXPERIENCE ROOM NURSES STATION

SENSORY ROOM

COMPUTERS

BE RESPECTFUL

Use quiet voices Use nice words Wait your turn Say please and thank you

Wait your turn Use nice words Use equipment appropriately Say please and thank you

Use quiet voices Say please and thank you Wait your turn Use nice words

Say please and thank you Wait your turn Use nice words

Use quiet voices Use nice words Say please and thank you

BE RESPONSIBLE

Stay with your class Ask for help Listen and follow directions Be on time Clean up after yourself Dress appropriately

Listen and follow directions Take your shoes off Ask for help Clean up after yourself

Ask for help Listen and follow directions Clean up after yourself Be on time

Ask for help Listen and follow directions Clean up after yourself

Ask for help Select CD Appropriately Use computer appropriately Listen and follow directions Clean up after yourself

BE SAFE Keep hands and feet to yourself Tell an adult if there is a problem Walk Look where you are going

Use equipment appropriately Play nice Keep hands and feet to yourself walk

Keep hands and feet to yourself Walk Look where you are going

Keep hands and feet to yourself walk

Walk Stay at your computer Keep hands and feet to yourself

Grade Band: Transition Unit 3Unit Topic: Alcohol, Drugs and Tobacco Lesson 6

Instructional TargetsSocial Studies: Identify rights and responsibilities of citizens, including opportunities for civic participation.

Which of your state standards are aligned to these instructional targets?Strand 2- Alcohol, Tobacco, and other drugs, Standard 6- Decision Making, 2.8- Apply decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use. Strand 2- Alcohol, Tobacco, and other drugs, Standard 3- Health Behaviors, 2.5- Demonstrate skills to avoid tobacco exposure and avoid or resist alcohol, tobacco, and other drugs.

Resources and Materials: Rights and responsibilities cards PBS expectations are key to the

success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!

PBS Expectations:

Be Safe – We can take appropriate medicine/drugs to help us with illnesses.

Be Responsible – Say “no” to peer pressure. Make good choices about what you do.

Be Respectful – Be respectful to yourself by not abusing drugs. Avoid pressuring your friends into doing things they are not comfortable doing.

PBS expectations are key to the success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!

PBS expectations are key to the success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!

‘BE BUCKS’ Bucks are to be distributed for

students meeting the desired expectations (Respectful, Responsible and Safe)

When giving out ‘Be Bucks’ tell the student what they did to earn it. i.e. “Great job, you were being responsible by doing your classwork”, “You were walking safely in the hallway. Keep up the good work.”

Each staff member is given 6 ‘Be Bucks’ per week for the 2011-2012 School year. This is a reduction of 3 ‘Be Bucks’ per staff member from the 2010-2011 school year.

Data reports show an increase in the redemption of ‘Be Bucks’ for the 2011-2012 school year despite the reduction in the amount of ‘Be Bucks’ allotted for staff.

Burger’s Best – student & staff of the month

Staff members and students are nominated by displaying behaviors consistent with the school-wide expectations.

Students are given a certificate of recognition, and a voucher for 10 Be-Bucks, and a district PBIS coin that is redeemable at local businesses/vendors.

Staff are given a certificate of recognition, and given the choice of: Gift certificates Candy/Snacks Burger PBIS T-shirts

PBS Store

West-Open Friday (Weekly), East- Open Friday (Bi-Weekly) The store is where the students can spend their earned Be Bucks. Be Buck value is 1 Be Buck. Items range from 1-60 Be Bucks. Students can save Be Bucks to buy a bigger more desired item. The store has layaway where an item can be stored while the student is working towards saving enough Be Bucks. Examples:

Candy gift cards chips pop puzzles books DVD’s I-Tunes In order for students to have a positive experience, it is necessary for staff to accompany students to the PBS store

Restrictive Procedure Reports (RPR)

Restrictive Procedure Reports (RPR) are completed in compliance with Wayne RESA guidelines.

The following interventions require RPR’s to be completed: Physical Restraint: Physical restraint involves direct physical

contact that prevents or significantly restricts an individual’s movements by holding the person’s limbs, head, or body.

Exclusionary time-out (ETO): involves removing a student from the classroom or his regularly scheduled program, contingent on a problem behavior.

Seclusion: is the confinement of a student alone in a secured room or other space from which the student is physically prevented from leaving.

Definitions obtained from the Wayne RESA, Guidelines for Behavior Intervention 2008

RESTRICTIVE PROCEDURE REPORTRESTRICTIVE PROCEDURE RECORD Completed by:_________________

Student: _____________________________Location: ______________________________ Date:________________________________Classroom Teacher: ______________________ Time of incident:________

Total duration of incident: _________

Instructions: Indicate the order of occurrence of the Antecendents, Behaviors and Consequences

Antecedent Behavior Consequence__ Activity just ending __ Biting __ Asked why upset__ Alone, but engaged __ Damaged property __ Ignored__ Alone, not engaged __ Grabbing/pulling __ Prompted to another activity__ Angry over prior incident __ Hitting __ Redirected to another activity__ Asked to do something __ Hurt other(s)______________ __ Reinforced others__ Just lost attention __ Hurt self __ Removed from group__ Not joining in group __ Kicking __ Removed privilege__Others receiving attention __ Running away __ Removed to quiet area in the room__ Participating in group __ Screaming/yelling __ Restored situation to normal__ Preparing for an outing __ Smearing feces __ Told to Stop__ Riding on bus __ Stealing food __ Other_________________________ Told "no" or "not to" __ Stripping__ Was not included in activity __ Throwing__ Other_______________________ __ Verbal threats The following procedures require parental notification:

__ Other ___________________ __ Transport Position__ Physically Restrained□ Team Control Position □ Children's Control Position

□ Interim Control Position

__ Exclusion Total Time Excluded:__________ Seclusion Time in Seclusion:________

Staff involved in incident: Parent/Guardian notified by: _________________________ Date/Time:______________________________________ __ Log book______________________________ __ Note______________________________ __ Phone______________________________ __ In person

Was the Support Team called? __ No __ YesSee: WAYNE RESA Guidelines for Behavior Intervention, (Pg. 70, Part 3 Emergency Restrictive Intervention Report) Board Adopted Policy_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ For Office use onlyReviewed by: ___ Administrator ___ Social Worker ___ Nurse ___ Behavior Spc. ___ Psychologist

□ Entered into RPR log ▪ Original to Student Masterfile ▪ Copy to Teacher (Place in white binder)

Total Number of Restrictive Procedures by Month

Total Number of Incidents by Month and Year

020406080

100120140160180

Month

To

tal

Nu

mb

er o

f R

PR

's

2010-2011

2011-2012

2012-2013

Daily Average of RPRs by Month Daily Average of RPR"s by Month and Year

0123456789

Septe

mbe

r

Octobe

r

Novem

ber

Decem

ber

Janu

ary

Febru

ary

Mar

chApr

ilM

ayJu

ne

Month

Dai

ly A

vera

ge

2010-2011

2011-2012

2012-2013

Total Support Calls per Month (Burger West only)

Support Calls per Month (West)

0

50

100

150

200

250

300

350

Month

Nu

mb

er

of

Call

s

2011-2012

2012-2013

Daily Average Support Calls per Month (Burger West only)

Support Calls Daily Average

02468

1012141618

Month

Dail

y A

vera

ge

2011-2012

2012-2013

Total Minutes of Intervention by Month

Total Minutes of Intervention

010002000300040005000600070008000

Month

To

tal

Min

ute

s

2010-2011

2011-2012

2012-2013

Daily Average Intervention Minutes by Month

Daily Average of Intervention Minutes

050

100150200250300350400

Septe

mbe

r

Octobe

r

Novem

ber

Decem

ber

Janu

ary

Febru

ary

Mar

chApr

ilM

ayJu

ne

Month

Dai

ly A

vera

ge

2010-2011

2011-2012

2012-2013

Time of Day by MonthTime of Day

0

2

4

6

8

10

12

14

8:00-8:59 9:00-9:59 10:00-10:59

11:00 -11:59

12:00-12:59

1:00-1:59 2:00-2:59 3:00-3:59

Time

Nu

mb

er

of

RP

R's

Series1

Positive Behavior Indicator

'Be Bucks' Redeemed by Month

01000200030004000500060007000

Month

Nu

mb

er o

f 'B

e B

uck

s'

Red

eem

ed 2010- 2011

2011 - 2012

2012-2013

How do we use our data? Student Assistance Team (SAT)

Team includes OT, Speech, Social Work, Administrator, Behavior Specialist

Discuss students with 5 or more Restrictive Procedures within the previous month.

Identify students for possible Tier 2 interventions Discuss parent meetings, classroom staffings etc.

Review Data at Monthly PBS Meetings Team discusses data and changes to explore/needed

Tier 2 & 3 Students(Insert completed Quick Sort Tool)CICO Men’s Club Mentor Social Skills Token

SystemSimple FBA/BIP

Tier 3 FBA/BIP

K.K V.R. V.V.

J.T. J.T. C.C.

D.C J.M J.H.

T.K. K.D.

J.H. A.C.

B.D. S.M.

S.E. U.B.

C.U.

U.C.

Resources

Wayne Resa www.resa.net

Chris McEvoy, Wayne Resa

Michigan Department of Education, School-wide Positive Behavior Support Implementation Guide

www.pbis.org

Association for Positive Behavior Support www.APBS.org

Derek Nowka, Behavior Coordinator

Nowkad@gardencityschools.com

Danielle Tagai, School Social Worker

Tagaid@gardencityschools.com