Social/Emotional

Development for All

In our current contexts, we ALL need to talk about ALL kids

Part of why we’re here is that despite our best efforts, there are still MANY students not making it academically as a result of core instruction alone

These kids historically have fallen into lots of different adult-created and instructionally irrelevant “categories” (Title 1, SPED, Gifted, etc.)

The key to ALL is EVERY and we’ve got to look at these kids uniquely

The significant problems we have cannot be solved at the same level of thinking with which we created them.

Albert Einstein (1879 – 1955)

…..think “Outside of

the Box”

Problem Solving Model (PS): Proposed, implemented and refined since the early ’80s in special education as an alternative system to the traditional Refer-Test-Place system. It encompasses both general education and special education systems. Initially was individual student focused.

Response To Intervention (RTI) – Also called a Standard Treatment Approach (STA): Being proposed by researchers across the country as an alternative method for identifying individuals with Learning Disabilities. An opportunity to link IDEA thinking with NCLB thinking.

School-Wide Model (SWM): An integrative way of thinking logically and rationally about meeting All childrens’ needs in a school. It represents a promising way for schools to comprehensively draw together and allocate their resources to meet childrens’ educational needs.

Instructional Decision Making (IDM): A descriptive term used in a small number of states to identify their initiatives that employ PS, RtI and SWM concepts.

So Where Do We Start?

We need a system: for identifying problems more

specifically and earlier; that allows for a broader range of

explanations of why problems are occurring;

that emphasizes assessment for Problem ID, Problem Analysis, Treatment Planning; and

to evaluate whether the interventions are effective.

A Problem Solving/ Response To Intervention System for Behavior and Social Emotional Development

1. Research-based, Scientifically Validated Interventions Growing body of SW-PBS research,

evidence-based targeted group interventions, Individual-level PBS based on over 50 years of behavioral research

2. Multi-tier Models of Support School-Wide, Classroom, Targeted

Group, Individual-level PBS systems Systematic procedures for addressing

different levels of support Addresses fidelity prior to expansion

3. Effective, Informative, Responsive Assessments• Universal Data collection – ODRs• Fidelity Assessments- Benchmarks of Quality,

SET• Universal screenings – SSBD, • Diagnostic evaluations that identify specific skill

deficits- BASC-2• On-going, informative progress monitoring – !

Observe, data systems

4. Effective Use of Problem-solving Process

• DATA BASED DECISION MAKING DRIVES ALL DECISIONS

5. On-going Progress Monitoring•Most assessments can be administered multiple times each school year, allowing for progress monitoring•Student-level assessments can be administered quickly, reducing the demand on support personnel

6. An Integrated Data System• Directly assess specific skills• Sensitive to small increments of growth over time• Can be administered efficiently (quickly and easily)• Can be administered repeatedly• Can be readily summarized in teacher/parent-friendly

formats• Can be used to make comparisons across students• Has direct relevance to intervention development for

specific skills

What is a universal intervention?

School-wide & Classroom PBS systems fully implemented and going strong Good outcome data Ongoing teaching Ongoing recognition activities, positive acknowledgement Consistent consequences across campus Regular data analysis (DBDM)

Screening & Identification for at-risk students and classroom-level needs

Establish a team/faculty buy-inEstablish a data-based decision-making system Modify discipline referral process/formsEstablish expectations & rulesDevelop lesson plans & teachCreate a reward/incentives programRefine consequencesMonitor, evaluate, and modify

Benchmarks of Quality (BoQ)School-wide Evaluation Tool (SET)Office Discipline Referrals (ODRs)

Per Day/Per Month Location Time Grade level Student, Staff Problem Behavior

AttendanceESE referralsOSS/ISSClassroom walk-through assessments (formal, informal)Systematic Screening for Behavior Disorders (SSBD)Achenbach System of Empirically Based Assessment (ASEBA)

If score on Benchmarks of Quality (BOQ) is <70, then revisit SWPBS or look at Classroom

If discipline date indicate an increase in ODR/ISS/OSS, then revisit SWPBS

If score on Benchmarks of Quality (BOQ) is >70, and data also show a increasing trend in ODR/ISS/OSS, then revisit SWPBS or look at Classroom

If score on Benchmarks of Quality (BOQ) is >70 and data also show a decreasing trend in ODR/ISS/OSS, then look at data to determine if need training at Targeted Group and/or Individual level PBS

Step 1: Identify and Analyze the Problem

Step 2: Develop the Plan

Step 3: Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention) What do we

do about it?

What’s the problem and why is it happening?

Is it working?

How do we do it?

Behavior Systems

Ecological Factors

Curriculum and

Instruction

Classroom PBS

Teaching

Behaviors

Reward System

Consequence System

Used by School PBS Team to provide consultation support to identified classrooms in the following:

Topic 1: Assessment (includes Classroom Assessment Tool)*

Topic 2: Ecological Adaptations Topic 3: Teaching Behavior Topic 4: Reward System Topic 5: Consequence System Topic 6: Curriculum & Instruction Topic 7: Intervention Planning (includes

Intervention Plan Tool)*

If most of ODRs (over 50%) are coming from many classrooms, then revisit SWPBS application in all classrooms

If a few classrooms are responsible for the majority of ODRs, then look at Classroom PBS using the Classroom Consultation Guide

If score on Benchmarks of Quality (BOQ) is less than 70, then revisit SWPBS or look at Classroom PBS using the Classroom Consultation Guide

If our discipline data indicate an increase in ODR/ISS/OSS and most of the referrals are coming from many classrooms, then revisit SWPBS application in all classrooms

If a classroom has received support, the interventions were done with fidelity and the behavior of the student has not improved, then consider Tier 2 supports for the student

How do you rate?

I maximized structure and predictability in my classroom. I explicitly taught and followed predictable routines Yes No I arranged my room to minimize crowding and distraction. Yes No

I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations.

I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom. Yes No

I explicitly taught and reviewed these expectations in the context of routines. Yes No I prompted or pre-corrected students to increase the likelihood that they will follow the

expectations. Yes No I actively supervised my students. Yes No

I actively engaged students in observable ways. I provided a high rate of opportunities to respond during my instruction. Yes No I engaged my students in observable ways during teacher directed instruction (i.e., I use

response cards, choral responding, and other methods). Yes No I used evidence based methods to deliver my instruction (e.g., Direct Instruction). Yes No

I used a continuum of strategies to acknowledge appropriate behavior. I provided specific and contingent praise for academic and social behaviors

(e.g., following expectations). Yes No I also used other systems to acknowledge appropriate behavior (group

contingencies, behavior contracts, or token economies). Yes No I used a continuum of strategies to respond to inappropriate behavior

I provided specific, contingent, and brief error corrections for academic and social errors. Yes No

In addition, I used the least restrictive procedure to discourage inappropriate behavior (differential reinforcement, planned ignoring, response cost, time out) Yes No

Overall classroom management score:Overall classroom management score:10-13 “yes” = “Super”10-13 “yes” = “Super” 7-10 “yes” = “So-So”7-10 “yes” = “So-So”

<<7 “yes” = “Improvement Needed”7 “yes” = “Improvement Needed” # Yes _______# Yes _______

Curriculum Routines Instruction Materials Environment

Tier 1 Resources

http://serc.gws.uky.edu/pbis/home.html

Students establish 3-5 goals with the CICO adult Goals are based on the school wide expectations Typical goal is to achieve at least 80% of daily available points

Students on CICO have a point card they pick up at the beginning of each day from the CICO adult

Students take the point card to each class throughout the day

Adults in each setting award the student 1-3 (or 0-2, etc.) points for appropriate behavior during the period

Students return the CICO card to the CICO check-out adult at the end of the school day

Students give CICO card to teacher at the beginning of class Location in room that does not draw peer

attention Depending on time, teacher may or may not use

this opportunity to greet the student and or give a brief prompt about class. EX:

“Hey there Joe. Today we’re talking about photosynthesis. We’re going to take notes and then complete a worksheet together.”

“Great job being on time!”

E – Explain the problem What is the problem?

R – Reason why it’s occurring What is s/he getting out of it or avoiding?

A – Appropriate replacement behavior identified What do you want him/her to do instead?

S – Support the replacement behavior How can you help this happen more often?

E – Evaluate if the support is working How will you know if it works?

Video Clip

Courtesy of Discipline with Dignity

Interfering Behaviors !

A B C Data info and forms

45

Site Specific Behaviors !

Video Clip

Courtesy of Discipline with Dignity

If a student is identified as needing Tier 2 supports but has not had contact with SWPBS (i.e. teaching, rewarding), then either revisit SWPBS and/or receive Classroom PBS

If a student is identified as needing Tier 2 supports and has had contact with SWPBS (i.e. teaching, rewarding), then identify appropriate Tier 2 supports

If a student receiving Tier 2 supports is consistently reaching his/her goals, then decide to either maintain/begin to fade Tier 2 or move back to Tier 1 supports

If a student in Tier 2 supports is consistently not reaching their goals, then need to first make sure the student was receiving the support with fidelity or adapt the Tier 2 supports to be more effective

If a student in Tier 2 supports is consistently not reaching their goals and Tier 2 support was delivered with fidelity, then need to either decide to try another Tier 2 support, have a teacher consultation or move to Tier 3. You may also want to initiate the FBA/BIP process.

Tier 2 Resources

Are the Tier 2 interventions being implemented as planned?Are pull-out interventions being generalized to the classrooms?Is the Tier 2 intervention appropriate to the function of the problem behavior?Are there academic difficulties that aren’t being addressed?

What accommodations can be made?How can we support the classroom teacher while we identify effective interventions?Was our FBA correct?What other factors (distal) need to be addressed?

Five-step team-based process1. Team Building2. Goal Setting3. PTR Assessment4. PTR Interventions5. Evaluation

Team meetings 30-120 minutes per meeting Training & coaching support provided in the classroom (up

to 12 hours) Intervention process-- approximately 3 months

http://serc.gws.uky.edu/pbis/home.html

Students may need Wrap-Around when have: History of inability to identify effective

interventions (history of poor response) multiple needs that are served, or at risk of being

served, by outside agencies significant mental illness and/or

emotional/behavioral disturbance

Planning processTeam approach

Student Family Extended family and friends Agency staff (including outside agencies)

Individualized plan Strength-based Common goalIncludes:

Treatment services Personal support services Other supports necessary to maintain in home and school

Tier 3 Resources

If a student is identified as needing Tier 3 supports but has not had contact with Tier 2 or Tier 1, then revisit Tier 2 supports

If a student is identified as needing Tier 3 supports and has had contact with Tier 2 or Tier 1, then identify Tier 3 supports and decide if need to maintain Tier 2 supports

If a student receiving Tier 3 supports is consistently reaching their goals, then decide to either maintain/begin to fade Tier 3 or move back to Tier 2 supports

If a student in Tier 3 supports is consistently not reaching their goals, then first make sure the student was receiving the support with fidelity

If a student receiving Tier 3 supports is consistently not reaching his/her goals and had access to it with fidelity, then need to evaluate the functional assessment and behavior intervention plan for appropriateness and accuracy