Data Teaming - Tier 2+ Individual Student Behavior Support Eleanor Castillo Sumi, PhD, BCBA-D...

Data Teaming - Tier 2+ Individual Student Behavior Support

Eleanor Castillo Sumi, PhD, BCBA-DConsultantSanta Clara County Office of Education

Linda SunConsultantSanta Clara County Office of Education

Training Behavior Expectation Be Hardworking Be Responsible Be Respectful

Training

Limit side conversations

Work on PBIS tasks

Active Participation Return and leave for breaks and lunch on time

Watch for power cords

Keep lids on hot beverages

Appropriate use of electronics Treat other adults as you would expect your students to treat you

Training Objectives

• Update: CICO Pilot• Identify Tier 2 and 3 team roles and

responsibilities • Develop a process for student intervention

identification and screening• Identify Tier 2/3 progress monitoring

foundations• Review current Tier 2/3 students and

intervention inventories and modify as needed• Discuss systems monitoring for intervention

fidelity of implementation

• Develop CICO System– Referral process– Initial meeting & Agreements/contract– Check-In - procedures & personnel– Check-Out – procedures & personnel– Develop Point Card– Rewards menu & process– Data System & Data entry (training &

personnel)– Plan for fading/graduating– Training for Staff– CICO Handbook

• Pilot Implementation

Previously Assigned Tasks

Team Task

• Identify where your team is at related to implementation of:– CICO– Other Tier 2 Interventions?– Regular meetings that review individual

student progress data to guide decision making for students on Tier 2 intervention

– What are your hopes from the training today?

Complete the MATTSelf-Assess Tier 2/3

• Go to www.pbisapps.org• Enter your school code

• Reference the MATT handouts to guide you through questions

• Enter scores intowww.pbisapps.org

http://www.pbisapps.org/


• Complete the CICO Self-Assessment (CICO Worksheet 9) & Identify Actions for improved implementation

SCHOOL UPDATES

What worked?What needs improvement?What learned?What do you want to learn from others?

What is the current process in your school?

• What is the current process for:– Identification of students requiring support for

challenging behavior?• When & how does this occur?

– Assessment/discussion to understand student concerns?

– Intervention identification & implementation?– Data collection & monitoring student progress

• What is working with your current process?

• What are challenges?

INTENSIVE/INDIVIDUAL PBIS

Individual PBIS

• Efficient Teaming Process– Clear roles, procedures & responsibilities

• Intervention Focused– Linked to Continuum of Interventions (Tier 1 2

3)– Try the easy things first (Tier 2 Interventions)– …then Tier 3 (FBA/BSP)

• Data focused & Early Identification– Progress Monitoring– Student Identification through Systematic Screening

SST v. IPBS• Test/Label/Place v. Evaluate/Problem

Solve/Intervene

• Focus on Special Education v. services for all students (including SPED students)

• Primary focus on behavior problems, but often academic intervention is the appropriate course of action

• Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

IPBS: The Big Ideas

• Early Identification• Do the easy stuff first (efficiency is a major

goal)• Processes are as important as practices• Use of Evidence Based Practices• Teaming is critical• Administrative support is critical• Data Based Decision Making

Building Level – What it Looks Like• Building capacity without relying on 1 hero

• Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions (CICO Worksheet 2)

• Agenda is prepared in advance and promotes efficient group processes

• Administrative buy-in/attendance– Creating resources– Attending meetings– Follow through with system deficiencies– Hiring practices

Data

• All targeted and tertiary interventions are supported with progress monitoring data– CICO– Academic Support Classes/interventions– Social Skills or Counseling Groups– FBA/BSP (tertiary) plans– Progress monitor data reviewed every two

weeks

Continuum of Interventions &Braiding of Supports

Universal•Common Core•Formative Evaluation

Targeted•Core curriculum +

•Pre-teach, re-teach•Small group•Supplemental programs

Intensive•Individually designed instruction

Universal•Expectations and rules taught•Reinforce pro-social behavior•Continuum of consequences

Targeted•Check-in/check-out•Social skills

Intensive•Function-based supports

Kowalko et al., 2007; Bethel School District Eugene, OR

Teams in a School

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Could responsibilities of an existing team (TAT/SST/etc.)

be shifted?

Teams in IPBS Schools

• IPBS Team– Meets every 2 weeks– Coordinates and

monitors school wide behavioral interventions

– Analyzes data– Recommends changes in

interventions

• Student centered team (FBA/BSP)– Meets at least twice --

more if needed– Creates a behavior

support plan– Determines what the

intervention looks like– Makes decisions about

when to implement or modify an intervention

IPBS Team Roles and Responsibilities (CICO

Worksheet 2)• Team Leader (organizes agenda; facilitates

meeting)• Process Monitor (someone whose role is to

monitor group processes)• Screening Coordinator (someone who collects

screening data and brings it to the meeting• Coordinators of Tier II Interventions -- CICO;

Academic Seminar/Strategies; (bring progress monitor data to meetings)

• Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)

• Note Taker

Administrative Support

• Attend meetings

• Visible support for decision-making process of teams

• Allocates resources for:– Delivery of interventions– Trainings in practices; meeting times

IPBS No-No’s

• Admiring the problem• Blaming the student• Extended discussions of intervention

possibilities we cannot deliver

• Who’s my Process Monitor?– It’s time to speak up

Old Model: SST/TATJeremy is just not making

progress. He is really defiant

and refuses to

follow direction.

He often seems really angry when he gets to school; do you think that plays into it?

Yes, I do. He has

mentioned that his

stepdad is really

mean and that his

parents fight a lot. I

bet that is really

bothering him. I bet it

is to

o. Also

,

doesn’t’

his older

sister h

ave ADHD?

Maybe he does too.

I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….

I am in my happy place…

He is a handful. I

was thinking he

should be in my

mentoring group.

He would really

benefit from so

me

of that su

pport

Maybe, but you

know, I think that

he already gets too

much support; he

makes excuses for

his behavior. I was

thinking about in-

school detention.

ISS? Wow, I hadn’t

thought about that.

What if we started

an ADHD

evaluation? That

would help

wouldn’t it?

Team Work Tasks

a) Do you have an existing team focused on individual student behavior support in your school?

1) What are the merits/challenges of your existing process v. IPBS?

2) Would you like to? – or how can you?... shift the function of the team to be more effective and efficient?

3) What steps need to be taken?

b) Define a team meeting schedule for the current year & next year

c) Identify Team members, roles & responsibilities. Use CICO Worksheet 2

– Team Leader, Process Monitor, Note Taker– Screening Coordinator, Tier 2 Coordinator, Tier 3 Coordinator

What Do We Need to Start?

• Administrator Orientation

• Create a Team– Recruit personnel to fill team roles– Allocate resources for interventions

• Start w/ CICO & FBA/BSP– Team member training in processes and procedures --

data sources; forms; communication patterns; etc.

• Coaching– Attend meetings to help team establish good meeting

habits– Model skills– Trainings in practices

Obtaining/Maintaining Staff Buy-In

• Staff Orientation– Clear, logical explanation of big ideas– Pre correct common misconceptions

• Rapid Response– Action within two weeks

• Clear Communication Patterns– Staff Meeting Agendas -- Summary of Current

Status– Systematically seeking input

District Support

• District Coach attends team meetings• Trainings in practices (CICO; FBA; Academic

Seminar) provided throughout school year• Technical Assistance

– Problem Solving– Modeling FBA’s

• Link to district if additional resources are needed for implementation of support plans

Student Screening & Identification

Emphasize early identification

Universal ScreeningBefore the 1st Day of School

• Review Data from last year– Your school data– And data on incoming students (if available)

• Identify students who had Behavior Support Plans in place per IEP (or otherwise)– Prepare to implement BSP with necessary modifications

from beginning of the school year

• Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

Previous Years Discipline data

Who had FBA/BSP’s last year?

Which students moved on? Which are returning this year?

Who needs to be on our radar from Day 1?

Decision Rule

Can we get data for our incoming class & new students?

At-Risk Students for early intervention

• 13 students had 8+ referrals last year• 5 moved on to HS & 2 moved out of school

– 6 are returning

• 11 students had 5 to 7 referrals last year

• 4 left for HS & 1 moved out of school

– 6 are returning

• Incoming students• 1 with FBA/BSP

– 3 with 5+ referrals in elementary school

Returning Students (8+ referrals)

Three returning students had FBA/BSPs last year– Students w/ 16, 11, & 10 referrals– Make modifications to last years BSP & prepare to

implement from beginning of school year

These returning students did not have behavioral interventions in place last year

• Robbie - 9 referrals last year• Jaden - 8 referrals last year• Jorge – 10 referrals last year• Logan – 11 referrals last year• Galen - 11 referrals last year

• Get all 5 started on CICO during 1st week of school

Plan a Check-In Event (orientation) for students

before the school year beginsStart Supports from the

beginning of year – NO WAITING TO FAIL!

Continuing Screening through the Year

• I-PBS team reviews student referral data every 2 weeks at each meeting– Many referrals might also go directly to

the CICO manager

• Develop Decision Rules for continuing Student Identification through the year– Example: Students receiving 3rd referral

or 2nd in a month

Student Requiring Additional Support

• For most students…– Start EARLY in the school year– Start with Level 2 – Check-In/Check-Out– We want to do the smallest intervention

that is likely to be effective for a student– There should be very little time (0-2

minutes) spent on assessment & selecting interventions at Level 2

– Collect data for 2 weeks & make decision re: escalating intervention intensity

Team Tasks – Universal Screening • Develop a plan for Universal Screening to implement

before Day 1 of the school year (CICO Worksheet 9.1 and 9.2):

– Who will meet? when? & where?

– What data will you use to ID students for intervention?

– Develop DECISION RULES for identifying students:• At the beginning of the year?• On a continuing basis throughout the year

– Using your current data, which students do you want to target for intervention NOW & Next Fall?

– What interventions & activities will you implement to support these students from the beginning of the school year?

• CICO• FBA/BSP• Other?

Progress Monitoring Meeting

Student outcomes & fidelity of implementation Tier 2 & 3 interventions

Processes

• Meeting every 2 weeks throughout the year to Monitor Progress

• Meeting Structure– Template

• Decision Making Framework– Flowchart

•Screening Coordinator

•Tier 2 Intervention Coordinator


•Facili

tator

•Process Monito

r

•Notetaker

> 1 hour meeting

Review Tasks

IPBS Data Teaming Process

Decision Rule

Decision Rule

Decision Rule

Decision Rule

Were data collected?

YES NO

Are goals being met?

•Problem solve data collection—determine how to get data•Collect data for 2 weeks and reconvene

•Celebrate and continue•Have plan for fading

Is plan being implemented as

designed?

YES NO

•Modify intervention•Consider move to next level

•Problem solve barriers to implementation•Collect data and reconvene in 2 weeks

YES NO

•Facili

tator

•Process Monito

r

•Notetaker

> 1 hour meeting

Review Tasks

1st Review Tasks from Last Meeting


•Facili

tator

•Process Monito

r

•Notetaker

> 1 hour meeting

Review Tasks

Tier 2 Intervention CoordinatorReview Data in Advance

a)Respondersb)Borderline

c)Non-Responders

Sample Decision Rules

a) Stay as is:– < 6 weeks of success or upward trend Borderline Responder (average 70-79%) = small change

to intervention

b) Fading Support1) Move to Self-management

> 6 weeks with 4 days per week of success.

2) Graduate off CICO 4-6 weeks of success on Self-management

c) Move to more intense support– 2 weeks without improvement

% of Points Earned by Students on CICO in Last 2 weeks

Elementary School

% o

f Poi

nts

Earn

ed

Students

Who are the:a)Responders?b)Borderline?

c)Non-Responders?

24 of 31 (77 %) students are

responding to CICO – YAHOO!

Decision:Can we begin fading

anyone off of intervention?Considerations:

a)Consistent successb)Enduring success (6

wks +)


Elementary School

% o

f Poi

nts

Earn

ed

Students


c)Non-Responders?

Decision:a)Try 2 more weeks?b)Small intervention change?

Look at Individual Student graph for Targeted Student(s)


Elementary School

% o

f Poi

nts

Earn

ed

Students


c)Non-Responders?

Decision:a)Student Centered team?b)Small intervention change + 2 more weeks?

IPBS Meeting Evaluation

IPBS Meeting Evaluation (cont.)

Activity

• View the I-PBS team video

• Score the I-PBS Meeting Review sheet based on the team IPBS meeting

• Be ready to provide feedback regarding the team’s performance

Team Task

• Identify your teaming and decision making process for monitoring progress of students receiving Tier 2 interventions

• Develop decision rules for (CICO Worksheet 9.1 and 9.2):– Maintaining the intervention– Fading the intervention

• Move to Self Management• Graduate from CICO

– Increasing support

Borderline Responders

Interventions

SWIS-CICO ReportDaily Points Graph

Small Changes“Tweaks”

• In Progress Monitoring meetings – always weighing Minutes/Kid

– Tweaks to the plan for Borderline Responders should only take a couple of “minutes”

– Not an extensive discussion

• Should have a menu of quick changes/”tweaks”:– Change CICO mentor– Change incentives– Change/individualize goals– More frequent check-ins

Data Collection

• Focus on Efficiency

• Generic point card– Expectations linked to School-wide rules– Limited individualization– We do not want to spend time tailoring

the point card at this level of intervention

Generic Point CardNo time spent individualizing

Name: Date:

Safety Organization Achievement Respect

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Individualized Point Card

Name: Safety Organization Achievement Respect

Date: Keep hands to self Turn in homework Do my own work Raise hand to talk

Block 1 0 1 2 0 1 2 0 1 2 0 1 2

Block 2 0 1 2 0 1 2 0 1 2 0 1 2

Block 3 0 1 2 0 1 2 0 1 2 0 1 2

Block 4 0 1 2 0 1 2 0 1 2 0 1 2

Team Work Time

• Review your data to identify what ‘tweaks’ do you want to develop to be ready for borderline responders?– Revise or develop the materials required to

make ‘tweaks’ readily available and accessible?

– Remember, in the meeting… decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion on the student

Non-Responders

Additional Tier 2 Interventions v. Escalate to Tier 3?

Additional Tier 2 Interventions v. Tier 3 Interventions

• Remember focus on Efficiency in Progress Monitoring Meeting– Minutes per Student

• Alternate Tier 2 Intervention v. Escalate to Tier 3 Student Centered team

• Trust the Process– Most difficult thing = not talking about a

student before it’s time

• Earn conversations in student centered teams

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Form

al FB

A

PBS Individual Student Support

Universal School-Wide Assessment

School-Wide Prevention Systems

Intensive

Targeted

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Simple Individualized Interventions Basic CICO

Complex Individualized Interventions

Team-Based Wraparound Interventions

InterventionAssessm

ent

Brief F

BA

No Assessment

Tweak CICO

Modified CICO of Alt Tier 2 Intervention

Non-Responders – escalate to Student Centered Team

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Behavioral Explanations for “Why”

• Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…– Gaining attention– Gaining access to activities or tangible

items– Avoiding or escaping from something

student finds unpleasant

Using Function of Behavior to Inform CICO Modifications

• Individual Student Planning

– Can use information of “Function of Behavior” to match students to appropriate version of CICO

– Function-Based Assessment might include:

• Use of Brief FBA or• Data from ODRs “Possible Motivation”

Minor – “Uh-Oh”

SYSTEMS PLANNINGWhat might this School-wide data tell us about the

needs for Tier 2 interventions in this school?

Middle School: Students w/ 2 + referrals

CICO

?

Modifying CICOPeer Attention

• Peer attention: Provide peer attention for meeting expectations– Check in & out with a peer (CICO

graduate/alumni club) rather than adult– Earn incentives that provide rich

opportunity for peer atttention• Ex: Special lunch w/ 3 friends of your choice

Peer AttentionCICO Modification

32 points for 4 days = Student earns points toward Lunch or event to which he can invite 5 of his friends

(Peer Attention)

GOALS 8:30-10 Recess 10:15-11:30

Lunch 12:15-1:15

1:15-3:00

Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2Be Respectful 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2Be Responsible

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL

HAWK Report – Helping A Winning KidName: Points received

Date: Daily Goal _____ Daily goal reached? Yes No

Avoid AdultsCICO Modification

32 points for 4 days = Student earns 10 min. in library out of class of choice (adult-free time)

Do not check in with adult in am/pm; unless student IDs adult

HAWK Report – Helping A Winning KidName: Points received

Date: Daily Goal _____ Daily goal reached? Yes No

GOALS 8:30-10 Recess 10:15-11:30

Lunch 12:15-1:15

1:15-3:00

Be Safe 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2Be Respectful 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2Be Responsible

0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2

TOTAL

Academic focused CICO (Escape Tasks)Academic focused CICO (Escape Tasks)Middle SchoolMiddle School

• Morning Check-in– Students check-in with counselor– All homework completed? Prepared for the school day with all necessary

materials?– Opportunity to complete unfinished homework and to gather materials

• Daily point card and Homework tracker– Receive feedback each period about behavior during class (participation, staying

on-task, completing work)– Record assignments on homework tracker

• Afternoon Check-out– Check-out with counselor– Review point card and homework tracker– Does student know what is due tomorrow? Have all materials needed to complete

assignments?

• Home Component– Parents review daily feedback with student– Sign card to indicate if student has completed all homework

CICO Modification ElementaryCICO Modification ElementaryEscape Academic TaskEscape Academic Task

• Explicitly teach an alternative/replacement behavior (i.e., break requests)

• Promote self-management by teaching students to “keep track” of their breaks

• Establish & Teach teachers (and students) how this will look in the classroom

• Make it feasible and sustainable for classroom teachers to implement

Breaks are Better CardBreaks are Better CardBreaks are Better CardBreaks are Better Card

Team Task

• Review your data to identify any modified CICO interventions you would like to develop. – Suggest using SW data on non-responders to

guide decision making

• Develop materials for modified interventions– Peer Attention– Avoid Adults– Escape Tasks

Systems Monitoring

Progress MonitoringSystems

• No matter how good the intervention– No intervention works for ALL…. Even CICO

• It’s critical to track progress & Regularly evaluate:– benefit of Tier 2 interventions– Effective use of Tier 2 interventions

– To do so… effective Data Systems are needed:• See SWIS-CICO – www.pbisapps.org


Review Fidelity Assessments Regularly &

Student Outcome Data

Tier 2 Intervention Inventory (CICO Worksheet 10)

Team Task

• Complete the CICO Worksheet 9: Intervention Inventory for your school

• Determine:– How is student progress evaluated for each

existing Tier 2 intervention?– How do we determine if a Tier 2 intervention is

cost effective (worth the investment)?– How do we know if a Tier 2 intervention is

being implemented with fidelity?

Fidelity Measures

• Formal Measures of Implementation– CICO Self Assessment– Benchmark of Advanced Tiers (BAT)– IPBS Meeting Evaluation

• Outcome Measures– # of students referred– # of student responding– Timely decisions for fading/escalating

interventions

% of Points Earned by Students on CICOElementary School


responding to CICO

% o

f Poi

nts

Earn

ed

Students

What action plan items would you suggest given this data?

% of Points Earned by Students on CICOElementary School


responding to CICO

% o

f Poi

nts

Earn

ed

Students

What Systems action plan items would you suggest given this data?

Percent of Students Enrolled in CICO by School2008-09 End of Year Data

Oregon School District

% o

f Stu

dent

s En

rolle

d in

CIC

O

Schools


Percent of Students Enrolled in CICO 2008-09 School Year

% o

f Stu

dent

s En

rolle

d in

CIC

O

Schools

Northwest SD

10 Schools using CICO


Tracking Tool Tier 2

Tier 2 Tracking Tool

Elementary School of 515

student


% of Points Earned x Students on Tier 2 Interventions


responding to Tier 2 Interventions

% o

f Poi

nts

Earn

ed

Students

Anger Mgm

t Group

Anger Mgm

t Group

Anger Mgm

t Group

Anger Mgm

t Group

CICO

CICOCICO

CICO CICOCICO

CICO

Anger Mgm

t Group

Anger Mgm

t Group

What action plan items would you suggest given this data?How about now?

Homework Club

• What is the goal of the Tier 2 intervention?– What are the behavioral outcomes

desired?– What are the academic outcomes

desired?

• How can you evaluate progress toward this goal in an observable/measurable way?

What would you measure to determine student success in Homework Club?

-for behavior?

-for academic outcomes?

1 2 3 4 5 6

Be Safe 2 1 2 1 2 2Be Responsible -turned in Homework

2 0 0 1 2 1

Be Respectful -on task, approp lang.

2 0 1 1 2 1

Dan

0

20

40

60

80

1001

0/1

/20

07

10

/2/2

00

7

10

/3/2

00

7

10

/4/2

00

7

10

/5/2

00

7

10

/6/2

00

7

10

/7/2

00

7

10

/8/2

00

7

10

/9/2

00

7

10

/10

/20

07

10

/11

/20

07

10

/12

/20

07

10

/13

/20

07

10

/14

/20

07

10

/15

/20

07

10

/16

/20

07

10

/17

/20

07

10

/18

/20

07

10

/19

/20

07

% o

f D

aily

Po

ints

Goal

Team Task

• Identify one of the group interventions for students with behavioral concerns at your school (CICO Worksheet 9)

– Define the outcomes/goals of the intervention for students

– Develop a plan for measuring and evaluating the outcomes of the intervention

Role of the Behavior Specialist

COACHING SCHOOL IMPLEMENTATION

Behavior SpecialistOld model: Put out fires

New model: Guide systems-change and implementation

Behavior Systems & Intervention Specialist

• Data Team Meetings (IPBS)• Effective meeting preparation• Meeting facilitation• Using data for decision making

– Individual Student– Tier 2 Interventions

• Tier 2 Interventions• Implementation & Coordination

• Tier 3 – FBA/BSP process & teaming

Roles & Responsibilities Coaching

CoachingBuilding Capacity on site

• Behavior Data Team Meeting– Effective meeting preparation– Meeting facilitation– Using data for decision making

• Individual student• Tier 2 interventions

• Tier 2 Interventions– Implementation & Coordination

• Tier 3 – FBA/BSP Process & Teaming

Team Work Time

• IPBS is a data based progress monitoring framework for matching students to effective behavioral intervention

• When it comes to implementing this model, what are your biggest:– Challenges & barriers?– Successes?– Questions?

TIER 3: MAYBE DIFFERENT PEOPLE, BUT SAME PROCESS AS TIER 2

Basic FBA to BSPUsing FBA to Develop Function-Based Support for Students with Mild to Moderate Problem Behavior

Module 7: Monitoring, Reviewing, and Modifying the BSP

Monitoring the BSP

• Remember: the evaluation plan includes the specific data that will be collected to assess:

#1. Is the plan being implemented as designed?

#2. Is the plan making an impact on student behavior?

How Will We MEASURE Progress?

Monitoring the BSP: Role of Team Leader (p. 112)

• Team Leader– Provide coaching on how to carry out each

aspect of the plan – Check in with implementing staff (via e-mail,

phone, or in person) & collect direct observation data (student and staff behavior)

• Initially a minimum of 1 x per week• Less often as staff & student become

successful– Provide frequent acknowledgement for staff

implementation of plan components

Training Staff How to Implement the BSP

• The plan will not be implemented if: – Staff don’t understand how to do it

• The plan will not work if: – The intervention is being used incorrectly

• Plan times for Modeling/Roleplay and Feedback– Think 20-30 min – Role play with teacher/staff outside of problem context

• What actions will be taken, what words will be used, what materials are needed and how will they be used?

• Plan for Observations and Follow-ups to provide feedback, help problem solve, and ensure that intervention is being used as designed

• Ex. E-mail “check-in”, along with periodic visits/observations

Monitoring the BSP: Role of Plan Implementers (p. 112)

• Plan Implementers– Collect fidelity of implementation data at least

1 x per week• Report any difficulties in implementing the plan to the

team leader

– Collect data on student behavior at least 3 x per week to assess progress

• If problem behavior increases or escalates contact team leader immediately

Is the Plan Being Implemented?

• Considerations When Developing Measures of Fidelity:

• Does the measure capture the specific tasks/target behaviors of interest?– Is the plan being implemented?

• Did I implement the plan? vs. Did I check in with student and provide specific praise when she entered class?

Questions

Yes(every

day thisweek)

Kind of(2-3

days thisweek)

No (0 days

Thisweek)

Notables *

1. Was the tape outline on the carpet marking Sheldon’s spot?

2. Was Sheldon given a weighted vest at the beginning of circle time?

3. Did I remind Sheldon what appropriate sitting/raising hand looks like at the beginning of circle time?

4. Did I provide tokens for hand raising, and staying in seat?

5. Did I minimize attention to problem behavior?

6. Did I provide frequent attention for appropriate behavior?

7. If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes?

TOTALS

Example: Implementer Checklist

*If no problem behavior occurred or time out was not used, mark N/A

Example: Team Leader Fidelity Checklist

Yes No

Tape outline marking student’s “spot” visible on carpet (in front of teacher)

Student was given weighted vest within the first minute of “carpet time” (i.e., large group instruction)

Student was reminded what appropriate sitting/raising hand looks like within 3 min of the beginning of carpet time

Student earned color spots for raising hand, having a quiet mouth, and/or sitting appropriately (“body basics”)

Staff provided at least 5 praise statements to student for appropriate or neutral behaviors (e.g., “sitting quietly”, “body basics”) within the 20 min observation period

*In response to problem behavior:

Staff provided minimal attention to problem behavior

*If time-out was used:

Total “time-out” did not exceed 2 min

When student was quiet and seated for several seconds (30 sec or less) he was allowed to re-join the group

Is the Plan Making a Difference?

FAQ: I see the student every day, why do I need to collect data?

• Answer: Data help us to • Document what has occurred and the variables

responsible• Predict future performance• Be accountable for our own behavior • Determine when program modifications are

needed

Measures for Tracking Student Behavior

• Considerations:

– Does the measure capture the specific tasks/target behaviors of interest?

• Was it a “good” or “bad” day? vs. How many talk-outs occurred during Spanish class today?

– Is the measure sensitive enough to change? • Dimensions of behavior

Balancing Accuracy and Feasibility

The “quality” of the measurement system is irrelevant if no one uses it.

– Are implementers consulted/included when designing measures?

– How often will data need to be collected? How often does he behavior occur?

– How much time, effort will data collection methods require? Does this “fit” the context/setting?

– Are there forms that staff are already using (ex. point cards) that can be modified/used?

Ask approp’ly for break/ easier task

Use Respectful Language

Use materials appropriately

LeRoy Feb. 4th

Decrease in Problem Behavior through focus on Expected Behaviors

Measuring the Short-term Goal During Writing, LeRoy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing

at least 75% of the time as measured by a daily point card.

Developing Data Forms (p. 114)

Estimates vs. Real-Time Recording• Consider using:

– Time Samples rather than Continuous Recording• Ex. The first 15 min of circle time, the last 10 min of Math• Use FBA information to decide on best time to record

– Scales rather than Frequency Counts/Duration Measures

• Ex. 0, 1-3, 4-5, 5+ incidents/minutes (circle one)

Meeting to Review the Plan

Meeting to Review the Plan

• The plan is a WORKING DOCUMENT!

• Team members meet regularly to:a) Monitor progressb) Modify the plan as needed to:

• Make the plan more effectiveor

• Change mastery criteria and increase student independence

Review Meeting: Role of the Team Leader

Guide team in reviewing DATA for each component of the plan to document:

1. Is each strategy being implemented as designed? 2. Is the plan resulting in change in student

behavior? 3. Do data indicate that the plan needs to be

modified and how?4. What is the date of the next Review Meeting?

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The Implementation Plan is used to record:

: 3/21/111. The extent to which the plan is being implemented

and…

2. Team evaluation decisions made, based on the data presented at the meeting

Add more multi-digit problems

Monitor

Completed/ Discontinue

Monitor

Barriers to Implementation

• Questions to ask if plan is not being implemented: – Do implementers understand how and when to

use strategies?– Have implementers been provided with a way

to measure implementation? – Are strategies feasible in the natural setting?– Are there ways that plan can be modified to

make implementation more likely?

*Note: If the plan is not being implemented with fidelity, we can not assess if the plan is working.

Barriers to Plan Effectiveness

• Questions to ask if progress is not being made: – Is student consistently being rewarded for

alt/des behavior? How often?– Are reinforcers for alt/des behavior “powerful”

enough? Are reinforcers functionally equivalent?– Is the Problem Behavior still being

Reinforced? • Remember: we must minimize pay-off for

problem behavior for new appropriate behavior to “compete”

The Plan is Working! Now What??• The student is making progress, but has

not yet met the short term goal.– Continue plan and progress monitoring

• The student has met the short-term goal!!– Create a new short-term goal that more closely

approximates the desired behavior and ASK: • Can we expand the plan/implement in more

contexts? • Can we being fading antecedent prompts and

modifications?• Should we start fading and/or modifying rewards?• Are there strategies that we can use to increase the

student’s monitoring of his or her own behavior?

Key Points

• Both the Team Leader and Team Implementers collect Fidelity and Effectiveness data regularly.

• Team members meet every to weeks to determine: – Is the BSP being implemented as agreed on by the team?– Is the student making progress? – Do we need to modify the plan? If so, how? – When is the date of our next meeting?

• Behavior Support Plans are Working Documents that are modified frequently to:– Improve the effectiveness of the behavior support strategies– Increase student independence

Common ThemesFeatures Tier 1:

PBIS TeamTier 2:

IPBIS TeamTier 3:

Student Team

Team Structure , Roles, & Standing Meetings

x x X

Use of data for decision making x x x

Concern for fidelity X X x

Tools to monitor X X X

Application of behavior principles

X X X

Expectation to teach skills X X X

Expectation to reinforce skills X X X

Thank you!

• Questions and Answers• Survey

Data Teaming - Tier 2+ Individual Student Behavior Support Eleanor Castillo Sumi, PhD, BCBA-D...

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