Briana WeinerIllinois Positive Behavior Interventions and
Supports
National PBIS Leadership ForumOctober 11, 2013Chicago, Illinois, Ph.D.
All
Some
FewContinuum of Support for ALL
Dec 7, 2007
Students with ASD benefit from supports and interventions
at all three tiers
At what tier do you include students with ASD in your PBIS
implementation?
What we know from PBIS
Everything goes better when students know what to expect and what to do
Tier 1 – Universal
Key Features
• Define - 3-5 school wide expectations
• Teach /Precorrect
• Model/Practice
• Acknowledge
• Reteach
Illinois PBIS Network Universal Manual – Version 3.0, 10/2010
Systems at the Tier 1 Level
Universal team meets on a regular basis to review referrals and to review: Treatment integrity data
Classroom behavior practices Visual support practices Communication practices Social skills practices
Tier 1 Tips and Tweaks
• Must explicitly teach expectations with examples in all environments using visual supports and hidden curriculum
• Reinforce expected behaviors – may need to adjust reinforcement
• Connect cause and effect
• Include self-regulation supports
Another thing - Generalization cannot be assumed
Students with ASD often have trouble generalizing
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New room = New activityDifferent font = Different word
PE GYM
CLASSROOM EXPECTATIONS MATRIX
Be Respectful Be Responsible Be Safe
Use quiet voices Complete all assigned tasks
Keep hands and feet to self
Raise your hand and wait to speak
Come to class on time
When seated, keep 2 feet and 4 legs on floor
Listen to instructions and directions
Be prepared: have all materials
Walk at all times
Classroom Expectations Be Safe Be Respectful Be Responsible
Happy hands
Happy hands
Clean up toys
Walking Feet
Stay in your own space Clean up after snack
Stay in line Raise your hand to talk Take care of my body
Stay in your space Be nice to your friends Ask for help. Say, “help please!”
Be a good listener Be a good listener Use the bathroom
Ask for help. Say, “help please!”
Use nice voice and nice words
Wash hands (after using Bathroom and before/after eating)
Wait your turn Put backpack and coat away
Listen to teachers Stay in line
CLASSROOM EXPECTATIONS MATRIX
Reminder Card3x5 card for wallet or notebook Expectations on handheld – productivity apps
Be Respectful Be Responsible Be Safe
Use quiet voices Complete all assigned tasks
Keep hands and feet to self
Raise your hand and wait to speak
Come to class on time
During seat work, keep 2 feet and 4 legs on floor
Listen to instructions and directions
Be prepared: have all materials
Walk at all times
Sample Matrix - ArrivalExpectation
Be Responsible Be Respectful Be Safe
Behavior Be on time Obey Supervisors Watch for cars
Behavior Put your coat away Keep hands and feet to self
Use cross walks and sidewalks
Behavior Have your supplies Enter class quietly Walk at all times
Morning ChecklistBe Responsible Activity
Walk to Locker
Open Locker
Hang up Coat
Put away Backpack
Room 133
Walk to classroom
Sit in assigned seat
My
Morning
Schedule
Polite Words
Example
Rude Words
Non Example
Great job!
Great idea
Nice job
Awesome
Yeah
So what
You’re stupid
That was dumb
That Stinks
Duh!
Respect Others - Use Polite Words
1.Teach The Hidden Curriculum2. Reminder card or note3. Review/have student review as part of arrival routine
Be RespectfulClass Discussions
Raise Hand
Talk when teacher responds
Use # 2 voice
Talk once then listen
Use Polite Words
Good Choice Pledge
Bathroom Viking Values
Visual Organizer for Kick-off Day
Break
Cool Tools – Tips in teaching
• Make it visual (short video clip & review)
• Make it literal, model and practice
• Teach in the natural environment
• Increase the teaching, reminders and practice opportunities
• Use posters, gestures to prompt visually, moving toward self-prompting
• Individualize the reinforcement
When tier 1 isn’t enough…
• Not a new model
• Just intensify– Systems– Data– Practices
Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.
Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.
Individualize CICO » Pre-teach cues and rules» “Chosen” mentor» Individualize incentive and reinforcement
use special interestsweekly menu of rewardsadd additional CI to increase chancing of
“catching them good”
Example Daily Progress Report
Name _________________Date __________________
I am earning points for __Friday Movie_____________
Possible Points ______ Goal _______ Points Earned ______
2- I did It!1- I did it with Reminders!
Expectation
Check In Hallway Lunch Check Out
Be RespectfulI Will Use Polite Words
Be ResponsibleI Will Use my Calming Sequence
Be SafeI Will Ask for Breaks
Mentor Signature
_______________________
Parent Signature
_________________________
Used at a transition program-notice pictures for older studentsGoal AM Bus 8 am-9am 9 am-10
am 10 am-11
am 11 am-12
pm 12 pm-1
pm 1 pm-2 pm PM Bus
BE RESPECTFUL
BE RESPONSIBLE
BE SAFE
Total Points
Staff Initials
Tomorrow I will try to: DO THE SAME
THING BE RESPECTFUL BE RESPONSIBLE BE SAFE
Name: ______________________________ Date: _____________________ Total ____/_____
Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.
CHECK OUT
Tier 2 Tips and TweaksSAIG - Instructional Curriculum/Materials to
Consider• The Hidden Curriculum• Social Thinking TM
• Social Narratives including Social Stories TM
• SOCCSS,SODA• Social Autopsies• Video modeling• Self-regulation strategies
Stress ThermometerStress Signals_________________________________
_________________________________
_________________________________
Relaxation Techniques_________________________________
_________________________________
_________________________________
10
5
1
Self Regulation Strategies
My Calming Sequence
1.Squeeze my hands
2.Three deep slow breaths
3.Close my eyes
4.Think happy thoughts
Adapted from Buron, K.D. 2006 When My Worries Get Too Big
Coping Cards
Take 2 deep breaths with your eyes closed
Press your hands togetherand count to 10 slowly
Taylor and Her Fans
by Cassie Jones
Taylor Swift loves being a star, but sometimes it is difficult for her to be nice to everyone. At the end of a long day in the studio or after a concert, she is often tired and it is difficult for her to be nice to her fans and friends. Taylor has learned that it is important to smile at people she meets and say nice things to everyone, even when she is tired. She has learned that if she can’t say something nice, it is better to just smile and say nothing. She stops and thinks about comments she makes before she says anything.
Just like Taylor, it is important for young people to think before they talk. It makes Taylor proud when preteens and teenagers remember to do the following:
1. Think before you say anything. Say it in your head first before you say
it out loud.
2. If you can’t think of something nice to say, smile and don’t say
anything.
3. You do not have to say every thought that you think out loud.
1. Think before you say anything. Say it in your head first before you say it out loud.
2. If you can’t think of something nice to say, smile and
don’t say anything.
3. You do not to say every thought that you think out loud.
Tier 3… Layering Supports• As students start with tier 2 interventions and may not
be successful, layering additional interventions is important
• A student could be in CICO, in SAIG, have a FBA/BIP and also be involved in wrap.
• OR, students could start with wrap, then the team/school would make sure the student had access to lower level interventions as a part of the wrap plan
• Tier 3 wrap student action plan builds on lower level interventions as a part of the comprehensive wraparound plan
10 Principles of Wraparound
1. Family Voice and Choice
2. Team-Based
3. Natural Supports
4. Collaboration
5. Community-Based
• NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional
6. Culturally-Competent
7. Individualized
8. Strengths-Based
9. Unconditional Care
10. Outcome-Based
35
Perfect for
students on the
spectrum
Value Base
Build on strengths to meet needs One family-one plan Increased parent choice Increased family independence Support for youth in context of families Support for families in context of community Unconditional: Never give up
P.Miles, 2004
Added Benefit – You will find that LOTS of students will benefit, not just those with ASD
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