PBIS Module 3 Slides

PBIS Team Training

Module 3: Tertiary Implementation

Exceptional Children DivisionBehavior 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’ ideas4

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

9

Workbook Page 3

Activity

Review Universal and Secondary Implementation based on Implementation Inventory Scores.

Use the data to identify Action Steps

10

WorkbookPages 4-7

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

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- action for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic Behavior

12

ResourcesPage 5

Primary PreventionSchool wide and

Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students

Secondary PreventionSpecialized Group

Systems for Students with At Risk Behavior

~15%

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High Risk Behavior~5%

CONTINUUM OF POSITIVE BEHAVIOR SUPPORT

13

ResourcesPage 6

Core

14

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?

4.How will we respond when some students have already met the goals?

(Batsche, 2010)

Supplemental

15

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)

ve, Individualized

16

Tier III < 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1. Where is the student performing now?

2. Where do we want him/her to be?

3. How long do we have to get him/her there?

4. What supports has he/she received?

5. What resources will move him/her at that rate?

6. How will we monitor and evaluate the student’s growth?

(Batsche, 2010)

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

SYSTE

MS

SYSTE

MS

SupportingSupportingStaff BehaviorStaff Behavior

DATA

DATA

SupportingSupportingDecisionDecisionMakingMaking

PRACTICESPRACTICES

SupportingSupportingStudent BehaviorStudent Behavior

PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport

OUTCOMESOUTCOMES

Social Competence &Social Competence &Academic AchievementAcademic Achievement

18

ResourcesPage 6

CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

(Newton, et. al., 2009)

ResourcesPages 7-9

Tertiary Implementation:

Data, Systems, and Practicesto Support Individuals

SYSTE

MS

SYSTE

MS


DATA

DATA


PRACTICESPRACTICES


PositivePositiveBehaviorBehaviorInterventiIntervention on & Support& Support

OUTCOMESOUTCOMES


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

fighting

talking out

completing work

inattentiveswearing

out of area

defiant

rude

Not Measurable

bothering

oppositional

lazy

Measurable

Measurable Descriptors

24

Objective Subjective

Every ten minutesContinuously

Talking during seatwork

Disobedient

Sometimes

Once or twice a week

Tapping pencil on desk

Five times each day

Hurrying through work

Repeatedly

Seldom

Bizarre

Bothering a neighbor

Leaning back in chair

Twice each period

Passing notes

Data Considerations: Objective Descriptors

25

Context

Frequency

Intensity

Duration

How often does the behavior occur?

How extreme is it?

How long does it last?

Under what circumstances does it occur?

Data Considerations:Data to Collect

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”

29

Fixing Broken RulesThe rule I broke was

What should happen because I broke the rule?

Becoming A Problem Solver

How should I have solved the

problem? List 2 better ways. What will I do from now on?

ResourcesPages 10-11

DBRs

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/2-uncategorised/13#groupS 30

Level II

ResourcesPage 12

http://www.directbehaviorratings.org/cms/index.php/communication/2-uncategorised/13#groupS



31

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)

32

Potential Uses for the DBR

Increase communication As a component of an intervention

package, particularly in self-management

Provide “quick” assessment of behaviors, especially those not easily captured by other means

Monitor student behavior over time Flexible

33

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

How are DBR data summarized?

00.10.20.30.40.50.60.70.80.9

1Class on Time

Completed Work

Positive Participation

34

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 Tracking12th %tile

Date: Data: Date: Data:25-Aug 40 28-Aug 3026-Aug 20 31-Aug 6027-Aug 50 1-Sep 40

Date: Data:

2-Sep 503-Sep 704-Sep 808-Sep 909-Sep 70

10-Sep 5011-Sep 8014-Sep 8015-Sep 90

Graph

Goal Info BaseLine

Goal Start Date:Goal End Date:

Goal Unit:

Goal:

INTERVENTION

7025-Aug10-Dec

% opportunities

Phase2:

Phase1:

Intervention Phase2 Notes:

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.

50

70

80

90

70

50

8080

90

40

20

50

30

60

40

0

10

20

30

40

50

60

70

80

90

100

% o

pp

ortu

nit

ies

Dates

Heather - Hand RaisingIntervention Phase1Intervention Phase2Base Line Data

12th Percentile

Goal Line

ResourcesPage 13

Direct Assessment – Frequency Counts

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

Math

Science

Art

Reading

IIII IIIII II II IIIII IIIII IIIII I

I 40

I I I 3

II I III IIII I 11

IIII IIIII IIIII III IIIII IIII I 24

I II III 6

ResourcesPage 14

Direct Assessment – Duration RecordingRecord the elapsed time, usually in minutes, from onset to conclusion of target

behavior. Be sure to indicate the date, and the activity in which the student was 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)

Behavior IncidentBriefly describe, making sure to note date,

time, and any circumstances you think noteworthy.

Tran

sition

Larg

e Gro

up

Sm

all Gro

up

Ind

ividu

al W

ork

Read

Alo

ud

Read

Silen

tly

In C

row

ds

Lib

rary

Sp

ecials

Sp

ecific S

ub

ject

#1

#2

#3

9:45-10:15, Mon, Nov 15

Group was doing read aloud

9:35-10:15, Tue, Nov 16

Went to an assembly in the gym

#3 9:28-10:05, Fri, Nov 19

Oral vocabulary test

ResourcesPage 14

Context Checklist

Social/Emotional Response to demand/request Transition between tasks/ setting 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

ResourcesPage 15

Classroom Assessment

41

Classroom Management Checklist*adapted from Geoff Colvin's Classroom Strategies

Name of Teacher ___________________ Date ______________

Designing the Physical Space In Place = 2 Partially = 1Not = 0

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.

Level I


42

Data Considerations

What is the target behavior and goal? Focus on a specific behavior that has been

operationally defined Goal to increase or decrease behaviorWho is the focus of the rating? Individual, small-group or class-wideWhat is the period for rating? Specific school period, daily, or otherWhat is the setting of observation? Classroom or other location

43

Data Considerations

How often will data be collected? Multiple times a day, daily, weeklyWhich tools are the best to assess the

behavior? Checklist, rating scale, DBR, observation,

interviewWho will conduct the rating? What resources

can be used to collect data? Classroom teacher, aide, or other educational

professionalWill ratings be tied to consequences? Consequences must be consistently delivered by

person responsible

Activity: Tertiary Data

With your team complete the Tertiary Data activity

44

WorkbookPage 8

SYSTE

MS

SYSTE

MS


DATA

DATA


PRACTICESPRACTICES


PositivePositiveBehaviorBehaviorInterventiIntervention andon andSupportSupport

OUTCOMESOUTCOMES


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

supports48

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

PBS

Pre-referral and PBIS absorbed in RtI Pre-referral absorbed in RtI

Tier IIIAcademi

c

Tier IIAcademi

c

Tier IAcademi

c

Tier IBehavior

Tier IIBehavior

Tier IIIBehavior

Problem Solving Only Team

Will you have representatives for each level of support or for grade levels?

PBIS TeamSchool-wide

PBIS process

5th gradeBehavior

4th grade Behavior

3rd gradeBehavior

How will you structure both

problem solving teams?

2nd grade Behavior

1st grade Behavior

Kinder-garten

behavior

Kinder-garten

Academic

1st gradeAcademi

c

2nd gradeAcademi

c3rd gradeAcademi

c

4th gradeAcademic

5th gradeAcademi

c

RtI TeamRtI process

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.

57

WorkbookPage 9

Create the System:Working Smarter

What does working smarter look like at the individual level? How do we invest our resources wisely?

58

Develop a continuum of support within the tertiary level to address all the shades of red

Three Important Themes

Create systems (not just interventions) to support all students

Intervene earlier rather than later

Evidence, not opinion59

Data Decision Rules

To address: Teachers initiating the behavioral

support process Student data initiating the process Progress and goal completion rules Tertiary intervention effectiveness

guidelines60

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

62

WorkbookPage 10

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

67

Supplemental ResourcesPage 20

Activity: Tertiary Referral Process

Discuss the referral process for tertiary supports section in your workbook

68

WorkbookPage 11

Part I: Foundations

2-Fully in place 1-partially in place 0-not yet started

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 2 1 0

1. A person within the school building is identified to coordinate function-based support planning and implementation. 2 1 0

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.

2 1 0

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 1 0

An evaluation of Systems for the Tertiary Level:Checklist for Individual Student Systems (CISS)

69


SYSTE

MS

SYSTE

MS


DATA

DATA


PRACTICESPRACTICES


PositivePositiveBehaviorBehaviorInterventionIntervention& Support& Support

OUTCOMESOUTCOMES


70

Functional Assessment & Intervention

Level of Functional Support

ToolsPerson(s) involved

Teacher Led

Behavior Contract TeacherStudentParentAdditional resource

Problem Solving Worksheet

Competing Behavior Pathway

ERASE

Team Directed

ERASE TeamTeacherStudentParent

Brief Intervention Planning

Full FBA & BIP with Child/Family Team

Team Teacher Student ParentCommunity Partners

Functional Analysis & Behavior Intervention Plan

71

INFORMALEASIERSIMPLE

RESPONSIVE

NOT RESPONSIV

ECOMPLICAT

EDHARDERFORMAL

ResourcesPage 25

73

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

Behavior

What is the challenging behavior? What can you observe?

What does it look or sound like? Choose one Prioritize

74

Behavior

75

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

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

82

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.

Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

PeerSugai, 2011

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

When Estes is ___________ and __________ (happens), he

where/setting context/antecedent

typically responds by _________ to gain/avoid ____________ .

behavior function

to access peer and teacher attention.

Hypothesis:

When Estes is in language arts and the teacher is providing direct

he typically responds by making verbal noises (ex. Burping)

Hypothesis Statements

85

instruction

http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

86http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html



ActivityWrite a hypothesis statement about Bruno’s behavior

Bruno

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

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

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

94(Wright, 2011; Jenson, Rhode, Reavis, 1994)


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



(continued) Collection

Describe when the student will be able to redeem points earned for reward/recognition



(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)


(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


Sample Contracts

99

My Contract:

Race to 20!These are my goals:

These are my consequences

if I don’t meet my goals:

These are my rewards if I meet my goals:



DataData

Develop Hypothesis

Discuss andSelect

Solutions

Develop andImplementAction Plan

Evaluate andRevise

Action Plan



Identify Problems

100

How are Tertiary Practices related to the Problem Solving Process? Let’s examine that together.

Teacher Led Support- How they connect to the problem solving process

101

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 behavior- what 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 determine if plan is effective

TIPS Problem Solving Worksheet

Use during Activities Date: ___________

School: ________________1. Primary Problem Statement

Problem Statement elements Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________

2. Precision Problem Statement102

ResourcesPage 30

Prevent reduce probability of future or continued problem behavior

Teachincrease probability of positive behavior change

AcknowledgeProvide positive feedback when expected behavior occurs

CorrectSpecific 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

3. Solutions

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

106

Setting Events

AntecedentsProblemBehavior

MaintainingConsequences

Competing Pathways: Identify Replacement

Behavior(s)

107

DesiredAlternative

AcceptableAlternative


SettingEvents

AntecedentsProblemBehavior


AcceptableAlternativeAcceptableAlternativeAcceptableAlternative

Setting Event

StrategiesAntecedentStrategies

BehaviorTeachingStrategies

ConsequenceStrategies

DesiredAlternative

AcceptableAlternative Maintaining

Consequences

SettingEvents

TriggeringAntecedents

ProblemBehavior


Competing Pathways:

Identify Interventions

108

ResourcesPage 32

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

111

SettingEvents


ProblemBehavior


Verbal disagreements

with peers before class

Asked to turn in

homework

Verbal DisagreementWith teacher

Avoids hand-ing in home-

work

Hypothesis

What is your hypothesis about the problem behavior?

112

When Eddie is ___________ and __________ (happens), he

where/setting context/antecedent

typically responds by _________ to gain/avoid ____________ .

behavior function

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

SettingEvents


ProblemBehavior


Desired Behavior

Maintaining ConsequencesAdjusted work

Completion goals

Acceptable Alternative

Request help/Write down assignments

Verbal Disagreement with

peers before class

Asked to turn in

homework

Verbal Disagreement with teacher

Avoids handing in homework

Eddie will complete assigned

homework

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

EventStrategies

AntecedentStrategies

Behavior Teaching Strategies

ConsequencesStrategies

Intervention & Support Strategies:Eddie’s Plan

116

Teach Eddie how to request help and write down assignments.

Re-teach and reinforce the homework submission routine.

Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time.

Teacher and studentswill utilizePeer MediationStrategies.

Implement the Strategies

Who is responsible? Resources? When to review? Goal? Collect data during implementation

117

EventStrategies




Eddie’s Plan Example

118

Teach Eddie how to request help and write down assignments.

Re-teach and reinforce the homework submission routine.

Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time.

Teacher and studentswill utilizePeer MediationStrategies.

Plan review date: 11/19/2011We agree to the conditions of this plan.Eddie Smith _________________Student Parent_____________ _____________Teacher Team member

Evaluate

Was the plan implemented consistently and with fidelity?

Did it work? What changes need to be made?

119

EventStrategies




Eddie’s Plan Review

120

Teach Eddie how to request help and write down assignments.Update 11/19/11- Taught 9/30/11. Increased from 1 completed assignment/wk to 8 completed assignments/ wk.

Re-teach and reinforce the homework submission routine. Update 11/19/11- re-taught on 9/30/11; reinforced with Free homework passes, 6 earned to date.

Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Update 11/19/11- Increased number of assignments completed by 60%. Eddie is earning free homework passes.

Teacher and studentswill utilizePeer MediationStrategies.Update 11/19/11- 3 peers attended PM trng. 1 peer was observed using strategies with Eddie.

Case Study Practice: Shane

121

Watch this video clip of Shane’s behavior in math class and identify problems.

Practice with your team.WorkbookPage 12

Teacher led Functional Assessment of Behavior:

ERASE

122

Resources Page 33-37

Explain

Reason

AppropriateSupport

Evaluate

What would you like him/her to do instead?

How can you help this happen more often?

How will you knowif it works?

What is he/she getting out of it or getting away from?

What is the problem?

ERASE problem behavior

Supplemental Resources Page 34

(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.

124PBIS Newsletter, Volume 2, Issue 3

ERASE: Reason

What is student getting or avoiding?

Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior


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 128PBIS Newsletter, Volume 2, Issue 3

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


Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen?

133

ERASE: Evaluate

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

134

WorkbookPages 13-14

135

Activity: Paper Kids

Do you have students like this?

How do you help?

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

138

WorkbookPage 15

Additional training available for the team in your school that will be

providing support and practicing the FBA/BIP processes

139


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

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.

Let’s Practice!

Using the Referrals by Student report as a Universal Screening

Tool- Who?

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.

Use the data to identify individual students in need

of tertiary supports.

BHLet’s review data for

Brandon.

Where?

Why?

146

Do we have a problem?


DataData

DevelopHypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

(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

149(Newton, et al, 2009)

Implementation and Evaluation

Precise Problem Statement, based on review of data

(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt,

Reward, Correction, Extinction, Safety)

Who? By When?

Goal with Timeline, Fidelity & Outcome

Measures, & Updates

SS

JA

All teachers

11/1/10

11/3/10

11/3/10

JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10

Problem-Solving Action Plan

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.

Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR

Write your Precise Problem Statement here.



DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review


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

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 consequence

Ask for alternative way of expressing his thoughts/feelings. Suggest alternatives when necessary.

Other

Safety

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.







Who? By When?


Measures, & Updates

SS

JA

All teachers

11/1/10

11/3/10

11/3/10



JM has received 2 ODRs during the first grading period for disruptive behaviors in the classroom during reading possibly motivated by attention.

Re-teach Respect lessons.Teach 5 alternative expressions.Behavior Contract and Reinforce 80% use of appropriate language.

Write Solutions here.



DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review







Who? By When?


Measures, & Updates

SS

JA

All teachers

11/1/10

11/3/10

11/3/10

BH will earn 80% of his daily points on his behavior contract per day for 4/5 days per week by 12/18/10




Document Implementation

here.

Document Goal here.



DataData

Develop Hypothesis

Discuss andSelect


Evaluate andRevise

Action Plan.



Identify Problems

Quick Review







Who? By When?


Measures, & Updates

SS

JA

All teachers

11/1/10

11/3/10

11/3/10





Newton,, et. al., 2009

11/1 BM has shown some initial progress with his behavior contract

and he earned 80% of his points

for the past 8 days. Update:

continue with the plan. Consider

next- Add a self-monitoring

component and check back in 2

weeks.

Evaluate here.

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 worksheet to assist you with the process

160

ResourcesPage 38-40Workbook

Page 16

Planning for Implementation

161

Tertiary Action Planning

Review your individual student discipline data

Apply the problem solving steps Develop your Module 3 Action Plan

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

Workbook Page 17

Action Planning

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

Workbook Page 18

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

164


Conclusion of Module 3

Questions?

Please complete and return your training evaluation form

Thank you!

165

PBIS Module 3 Slides

Business

Transcript of PBIS Module 3 Slides