OVERVIEWING IDENTIFICATION FOR ADVANCED TIERS

SARA MCDANIEL, PH.D

UNIVERSITY OF ALABAMA

1-5% 1-5%

10-15% 10-15%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

WHO GETS WHAT AND HOW DO WE KNOW?

Academic Systems (RtI) Behavioral Systems (PBIS)

Data-based Decision-Making: Using screening, diagnostic, and progress monitoring assessments to guide instruction and intervention

WHAT DO YOU ALREADY HAVE IN PLACE?

Team discussion (3 minutes)

Schoolwide Discipline Data:•Students with referrals• In school suspensions •Out of school suspensions•Alternative placements

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ADDITIONAL RELATED DATA

•Attendance•Teacher nomination•Reinforcement system data

WHAT IS WRONG WITH USING THESE TYPES OF DATA ONLY?

•Externalizing vs. internalizing behaviors•Bias/Inconsistency• Subjectivity•Reactive

WHAT ABOUT SYSTEMATIC SCREENERS?

• No standard screening tool but several options:

• Social Skills Rating System• Systematic Screener for Behavior Disorders•Behavior Assessment System for Children• Social Skills Information System• Strengths and Difficulties Questionnaire

STRENGTHS & DIFFICULTIES QUESTIONNAIRE (GOODMAN, 1997)

• Free assessment validated for ages 4-17• 25 items across 5 domains: • emotional symptoms, • conduct problems, • hyperactivity, • peer problems, • prosocial behavior • (total difficulties score equals sum of first 4 domains)

• Likert-type scale (i.e., not true, somewhat true, certainly true)• Scores for each subscale: normal, borderline, abnormal

• Teacher, parent, and self-report forms, 1 page per student

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Strengths and Difficulties Questionnaire

More information can be found at:

www.SDQinfo.comScoring:

www.sdqscore.org

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ONLINE SCORE REPORT

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SDQ SUBSCALE CUT POINTS

Normal Elevated Abnormal

Total Difficulties 0-11 12-15 16-40

Emotional 0-4 5 6-10

Conduct 0-2 3 4-10

Hyperactivty 0-5 6 7-10

Peer Problems 0-3 4 5-10

Prosocial 6-10 5 0-4

DATA-BASED DECISION MAKING

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• Somatic complaints; seems worried/anxious; nervous in new situations; loses confidence easily; difficulty initiating or maintaining personal relationships.

Emotional Symptoms

• Has temper tantrums or hot temper; fights with other children or bullies them; lies or cheats; steals from home, school or elsewhere.

Conduct Problems

• Restless, overactive, cannot stay still for long; constantly fidgeting or squirming; easily distracted, concentration wanders.

Hyperactivity/Inattention

• Rather solitary, tends to play alone; picked on or bullied by other children; gets on better with adults than with other children

Peer Problems

• Considerate of other’s feelings; shares readily with other children; helpful is some is hurt, ill, or upset; kind to younger children; often volunteers to help others.

Prosocial Behavior

MORE ON THIS TOMORROW......

Brief discussion at your table (3 minutes)

WE NEED TO KEEP IN MIND…

are

BUT LET’S NOT GET OVERWHELMED…

Data are not about adding more to your plate. Data are about making sure you have the right

things on your plate.

SO LET’S…

OVERVIEWING MONITORING PROGRESS WITHIN TIER 2

STEP 1: SELECT APPROPRIATE METHOD OF MEASUREMENT

• Options:• Direct Behavior Ratings

• Direct Observation

• Intervention-Based Measures

Selection depends upon

the intervention being

implemented

DIRECT BEHAVIOR RATING

� Simple

� Inexpensive

� Efficient

Other names: home-school note, behavior report card, daily progress report, good behavior note

DIRECT BEHAVIOR RATING: STANDARD FORM

• Each behavior has operational definition with examples and nonexamples

• Other option: Fill in with your own target behaviors

*Lower score for disruptive is more desirable

www.directbehaviorratings.org

FREQUENCY COUNTS: RECORDING THE NUMBER OF TIMES A BEHAVIOR OCCURS

Date Frequency Session Length Rate

Monday xxxxxxx (7) 45 min 7/45 = .16 per min

Tuesday xxxxxxxxxxxx (12) 48 min 12/48 = .25 per min

Wednesday xxxxxxxxxxxxx(13) 50 min 13/50 = .26 per min

Thursday xxxxxx (6) 42 min 6 /42 = .14 per min

Friday xxx (3) 30 min 3/30 = .10 per min

Discrete behaviors: raising hand, blurting out, swearing, throwing things

Must be low-frequency, discrete

behaviors

Must convert to rate if session length varies

INTERVENTION-BASED MEASURES

• Intervention-Based Measures: data that are collected within the intervention

EXAMPLE #2

ASSESSING FUNCTION AT TIER 2

Function Assessment Checklist for Teachers and Staff

(Assessment exploration and team discussion; 5 minutes)

TIER 2:PUTTING IT ALL TOGETHER

Tier 2 Tracking and Referral Form

(team exploration and discussion 5 minutes)

1-5% 1-5%

10-15% 10-15%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

MULTI-TIERED SYSTEMS OF SUPPORT

Academic Systems (RtI) Behavioral Systems (PBIS)

Data-based Decision-Making: Using screening, diagnostic, and progress monitoring assessments to guide instruction and intervention

TIER 3: PREVENT, TEACH, REINFORCE(ALSO SEE

WWW.BEHAVIORDOCTOR.ORG)

Intensive, individualized intervention:

Function-based assessment

Behavior intervention plan

WHO IS TIER 3 APPROPRIATE FOR?

HOW DO WE KNOW?

Team discussion (3 minutes)

FIRST, WE NEED TO KNOW..

1. What data do we have?

2. What have we tried?

3. Was Tier 2 in place with fidelity (TFI)?

4. Are Tier 3 supports proportionate (0-5%)?

Dunlap, G., Iovannone, R., English, C., Kincaid, D., Wilson, K., Christiansen, K., & Strain, P. (2010). Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support. Baltimore:Paul H. Brookes

5-STEP PROCESS

1. Develop Tier 3 Team

2. Set Goals & collect baseline data

3. Function-based assessment

4. Behavior intervention plan

5. Evaluate/monitor for effectiveness and fidelity

STEP 1: INDIVIDUALIZED TIER 3 TEAMS

• Who?

• Someone from Tier 2 team

• Classroom teacher

• Parent

• Paraeducator

• Counselor, social worker, administrator

• Behavior expert

*should be representative of contexts

* identify team leader

• What:• Develop data-based decision making

procedures• Identify team member strengths, roles,

etc.• Classroom Team Survey• Work Style Survey (teacher and

paraeducator)• When• Team meetings• Communication strategies

5-STEP PROCESS

1. Develop Tier 3 Team

2. Set Goals & collect baseline data

3. Function-based assessment

4. Behavior intervention plan

5. Evaluate/monitor for effectiveness and fidelity

STEP 2: GOAL SETTING

• As a team:

• Prioritize target behaviors (problem behavior, social skills, academic behaviors)

• Identify possible replacement behaviors (appropriate for contexts)

• Operationally define target behaviors

• Goal-Setting Form

OPERATIONALLY DEFINING BEHAVIOR

• Target Behaviors:

• Measurable

• Observable

• Repeatable

• Definition: Describes topography and function, context and criteria (for goals)

DISRUPTIVE ELOPINGTANTRUMINGLAZY ATTENDING

COMPLIANTON-TASK THOUGHTFUL

AGGRESSION

• Behaviors • Non-Behaviors

YOU CAN’T CHANGE WHAT YOU CAN’T DEFINE..

NOW HOW DO WE GET MORE SPECIFIC? (5 MINUTES)

1. Disruption

2. Eloping

3. Tantrum

4. Non-compliance

5. Off-task

6. Aggression

5-STEP PROCESS

1. Develop Tier 3 Team

2. Set Goals & collect baseline data

3. Function-based assessment

4. Behavior intervention plan

5. Evaluate/monitor for effectiveness and fidelity

PART 2: DATA COLLECTION SYSTEM

• Develop teacher-friendly data collection tool

• Behavior ratings

• Direct observation

• Collect baseline data

• At least 3 data points

DIMENSIONS OF BEHAVIOR

• Frequency: The number of times a response occurs

• Rate: The number of times a response occurs within a given period of time or per opportunity

• Duration: The length of time the response occurs

• Latency: The length of time that elapses between the antecedent and response

• InterresponseTime: The length of time that elapses between two responses

• Topography: the shape of the behavior (what it looks like)

• Magnitude: the degree to which the behavior occurs

• Locus: where the behavior occurs

FREQUENCY

• Frequency: The number of times a behavior occurs• To make comparisons of the frequency of a behavior, the observation

session lengths must be equal

• Examples:

• Ben raised his hand 3 times.

• Holden said, “No!” 55 times.

RATE

• Rate: The number of times a response occurs within a given period of time or per opportunity• Used to compare occurrence of behavior when session length varies

• Example: Doc Shutter’s Aaaahhh

CALCULATING RATE

Date Frequency SessionLength

Rate

Monday xxxxxxx (7) 45 min 7/45 = .16 per min

Tuesday xxxxxxxxxxxx (12) 48 min 12/48 = .25 per min

Wednesday xxxxxxxxxxxxx(13) 50 min 13/50 = .26 per min

Thursday xxxxxx (6) 42 min 6 /42 = .14 per min

Friday xxx (3) 30 min 3/30 = .10 per min

Rate = # of behavioral occurrences/length of session

DURATION

•Duration: The length of time the behavior occurs• Used as measurement when concerned about the length, not

number of times, a behavior is occurring

• Examples:

• Holden’s temper-tantrum lasted 2 min.

• It took the store clerk15 min to complete the sale.

LATENCY

• Latency: The length of time that elapses between the antecedent (stimulus) and response• The period of time it takes for a behavior to begin after a cue has been given

• Use latency when the behavior of interest is:

• Either TOO DELAYED or TOO RAPID.

RECORDING SYSTEMS FOR COLLECTING DATA

• Analyzing written records of behaviorAnecdotal Reports

• Analyzing tangible productsPermanent

Product

• Event recording, interval (whole or partial) recording, momentary time sampling, duration, latency

Observational Recording

5-STEP PROCESS

1. Develop Tier 3 Team

2. Set Goals & collect baseline data

3. Function-based assessment

4. Behavior intervention plan

5. Evaluate/monitor for effectiveness and fidelity

STEP 3: FUNCTION-BASED ASSESSMENT (FBA)

• PTR FBA Forms:

• Functional Behavior Assessment Checklist

• Functional Behavior Assessment Summary Table

• Other examples:

• WHO:

• Each team member fills out independently

• Designated person conducts observations

• Team leader summarizes

• WHAT:

• Antecedents/triggers of problem behaviors

• Possible Functions of the problem behavior

• Consequences that follow target behavior

• PTR facilitator summarizes input and develops draft hypothesis- based on patterns of response

• Team reaches consensus

FBA DATA TOOL

Team Exploration (5 minutes)

ABC DATA SHEET

STEP 3: ASSESSMENT SUMMARY TABLE OF PROBLEM BEHAVIOR

Antecedent Function Consequence

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get

Beh

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HYPOTHESIS STATEMENT DEVELOPMENT

When… Then…As a result….THIS DRIVES BEHAVIOR INTERVENTION PLAN

5-STEP PROCESS

1. Develop Tier 3 Team

2. Set Goals & collect baseline data

3. Function-based assessment

4. Behavior intervention plan

5. Evaluate/monitor for effectiveness and fidelity

STEP 5: EVALUATE STUDENT PROGRESS AND IMPLEMENTATION

• How has behavior changed? How do we know?

• Are interventions in place with fidelity?

• Are modifications/more intensive supports needed?

• How do we fade and support maintenance?

• How do we promote generalization?

THEN NOW WE START ALL OVER AGAIN…