Orientation for New Behavior Team Members

Illinois Service Resource Center3444 W Dundee Rd

Northbrook, IL 60062847.559.8195

www.isrc.us

Illinois Service Resource CenterA Technical Assistance Center of the Illinois State Board of

Education

Supporting deaf/hard of hearing student behavioral needs

Schools/ Educators Individual student

observationsData collection supportDHH Behavior Team

training and supportSchool-wide positive

behavior support

Parents/ Families Individual student home

visits for behavior support

Library – materials mailed with return postage

Speakers for parent support groups

Locate needed resources

DHH Behavior Support Teams For Programs/SchoolsQuarterly training for 25 Deaf/Hard of Hearing

Behavior Support Teams throughout Illinois.Focus on Functional Behavioral Assessments (FBA)

and Developing Effective Behavioral Intervention Plans (BIP).

Enhancing behavior support at all three tiers of the Response to Intervention model.

Team members serve as a local resource for behavior support for deaf and hard of hearing students.

The goal of this training effort is to build the capacity of local schools and programs to meet the behavioral needs of students with a hearing loss.

Behavior Team Forms/Documents

Behavior Team Page on ISRC websiteBehavior Support Team Recognition Applic

ationClassroom Walkthrough FormVanAcker FBA/BIP ChecklistBehavior Support ChecklistCommitment for Success Agreement View previous behavior team training vide

os

www.isrc.us – The ISRC Website

RtI – Response to Intervention for Academics and Behavior

PBIS Basics

Behavior Expectations Matrix

Cool Tools

Cool tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide

behavioral matrix.

A research-based procedure for teaching the behaviors. Examples and non-examples taken from classroom and

non-classroom settings and situations. Modeling and role-playing daily to teach new skills and

provide students with practice opportunities. Regular feedback and acknowledgment often are given to

ensure students display the expected/taught behaviors.

Classroom Management Best Practices

Clear Expectations

3-5 positively stated expectationsExplicitly taughtOn display in all settings

TMPR

Teach

Model

Prompt

Reinforce

Specifically and directly instruct

students how they are expected to

behave in various settings.

Demonstrate the desired behaviors

using role plays and in your own day to

day behavior/actions.

Cue and remind the students when and

how to use the skills they have been

taught.

Praise and reward students for engaging in desirable behaviors

and for using prosocial skills.

Structure and Routine

Response to Behavior

Teacher and student routines are planned, structured, and predictable

Smooth, structured transitions

Daily schedule postedAttention getting

signal

Quick, positive, and direct responses

Academic and behavioral verbal

Nonverbal promptsPre-cue, remind

Recognition, Reinforcement, and Praise

Data for Decision Making

Academic and behavioral recognition

Minimum 4:1 of positive to negative interactions

Multiple strategies utilized

Earn…not lose or take away

Expectations met and deviated

Behavior and academics

Documented, charted, and reviewed

Use to guide practices/decisions

Active Engagement

Supervision

Class outline postedMultiple activities w/in

each periodVaried format of

instructionVaried opportunity to

respondOngoing feedback and

response from all

Staff assignmentsClassroom/seating

arrangementsMovement of adults –

move, scan, interactRemind, pre-correctPositive

acknowledgements

Positive Reinforcement Practices

Positive Reinforcement

To read the full document visit:http://iseesam.com/wordpress/wp-content/uploads/2008/01/positive.pdf

Token Economy

To read the full document visit:http://usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf

Functional Behavioral Assessment &Behavior Intervention Plans

Resource: Writing Behavior Intervention Planshttp://www.isrc.us/sites/default/files/doc/winter2008nlpu.doc

Functional Behavioral Assessment

Pre-requisite to the Behavior Intervention Plan

Data DrivenDetermine and define target

behaviorIdentify function that

maintains undesired behavior

Investigate triggers and contributing factors

Behavior Intervention Plan

Purpose: consistent and cohesive plan for all adults to teach and reinforce a socially acceptable replacement behavior for an undesired (antisocial) behavior

Driven by the FBA and concurrent dataChanges in adult

behavior

EnvironmentInstructionSupports

Data collectionEvaluative criteria

Restrictive Disciplinary Measures

• Non-Restrictive• Token economy• Verbal Reprimand• Notify Parents• Modification• Modeling• Peer Involvement

• Restrictive• Detention• Exclusion from

extracurricular activities

• Suspensions• Time Out in

isolation• Manual Restraints

Restrictive Disciplinary Measures

• Highly Restrictive• Aversive mists• Denial to regularly

used equipment / devices

• Mechanical restraints• Expulsion w/

continuing educational programming

• Prohibited• Corporal

Punishment• Expulsion w/o

services• Physical

manipulation that causes pain -Faradic skin shock

Data Driven Decision Making

Data Collection

What does data driven decision making entail?◦Collection

Observe the child and record behaviors

◦Analysis/Graphing Excel, ISRC Templates

◦Interpretation Understanding your data Using data to design interventions Using data to determine effectiveness of interventions

Collection

Analysis/GraphingInterpretation

Purpose of Data Driven Decision Making

Why do we collect Data?◦Identify patterns to a student’s behavior

RTI - Response to Intervention Fulfill ISBE requirements Predict future occurrences of an identified

behavior Implement more effective and efficient

interventions (eg. time of day, time of week, type of class or setting, etc…)

Monitor success, failures

Define the target behavior

Must be Observable ◦replicable/understood by others

Must be Quantitative ◦able to COUNT it

Must be Descriptive ◦describe what the behavior looks like

Avoid lengthy narratives

Data Analysis and Graphing

You have the data…now what? Turn it into meaningful information

◦ Statistical Analysis Totals and Percentages- Nothing Fancy!

◦ Graphing Provides visual representation of the data. This is

very helpful for meetings to facilitate comprehension among members quickly.

◦ Suggested, available tools: Excel, PowerPoint, ISRC website

Data Interpretation

Time to interpret the data!

Keep in mind the main purpose of this is too identify patterns in the child’s behavior.

Patterns should inform the type of interventions chosen and the manner in which they will be implemented.

(Resource: ISRC Behavior Intervention Database)http://www.isrc.us/intervention_application

Data Interpretation

What happens if a pattern can not be identified?◦ More intense data collection?◦ Collecting data over a longer time period?◦ Data being collected with fidelity?◦ Different collection format?◦ Collecting on the right behavior?

How long do I need to collect data?

If the behavior remits and you can show this with data, then CONGRATULATIONS!!!!◦You can stop data collection on this behavior or take

data occasionally to show maintenance.

If the problem continues…◦Repeat the process of Data Collection, Analysis, and

Interpretation. ◦Consider asking for others (Colleague, Behavior Team,

ISRC, Supervisor) to support you in looking at your information and interventions. Team work!

(Resource: ISRC Data Collection Coaching)

Minimum of 4 credits awarded upon

completion. One additional credit

earned with extra activity.

See Checklist

In order to fulfill the minimum requirements you are encouraged to:◦Complete and submit the Reflection document

In order to earn CPDU credits you must complete and submit the following pieces:◦Reflection◦Quiz◦Activity - FBA & BIP on Maddie◦ISBE Evaluation Form◦(Optional Activity – vocabulary (+1 CPDU))

In Conclusion…

No CPDU Credits but ready to join a team and attend

subsequent trainings

Need assistance?Have questions?

Contact us:Illinois Service Resource Center

3444 W Dundee RdNorthbrook, IL 60062

847.559.8195isrc@isrc.us

www.isrc.us