Positive Behavior Support for At-Risk Students: The Behavior Education Program
description
Transcript of Positive Behavior Support for At-Risk Students: The Behavior Education Program
Positive Behavior Support
for At-Risk Students:The Behavior Education Program
Florida’s Positive Behavior Support ProjectUniversity of South Florida
2003-2004
FL PBS Project: Targeted Interventions 2003-20042
Training Overview
• Refresher on at-risk populations• Overview of BEP• Example BEP• BEP Foundations• BEP Processes
FL PBS Project: Targeted Interventions 2003-20043
Objectives
• Identify foundational components of a BEP
• Identify processes involved in a BEP
• Develop BEP for your school
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-wide and
Classroom-wide Systems for All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~ 80% of Students
~15%
~5%
Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
FL PBS Project: Targeted Interventions 2003-20046
What it looks like…• At Risk:– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate
language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat– Aggressive– Not dangerous or violent– May have low academic
achievement
• Serious/Chronic:– Danger to self and/or
others– Destructive
• General:
– In line with expectations
FL PBS Project: Targeted Interventions 2003-20047
At-Risk StudentsIn general…
• Poor peer relations• Low academic achievement• Difficulty adjusting to school
environment• Doesn’t earn many SW rewards• Chaotic home environment• Low self-esteem
FL PBS Project: Targeted Interventions 2003-20048
Why do we need to intervene?
• Instructional time
• Academic achievement
• Stress
• Learning environment
• Modeling inappropriate behavior
• Resources
• Test scores
• Attendance
• SW not sufficient
• Skill deficiencies don’t remediate themselves
FL PBS Project: Targeted Interventions 2003-20049
Catch them before they fall:
• Aggression as a progression• Severity, stability, and risk• Substance abuse • School dropout• Poor life outcomes• Intervention before age 9 is more
likely to succeed
FL PBS Project: Targeted Interventions 2003-200410
Responding to Problem Behavior in Schools:The Behavior Education Program
A comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.
Due to be published in December 2004
Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00
www.guilford.com
FL PBS Project: Targeted Interventions 2003-200411
For At-Risk Students
• ~15% of students• Multiple referrals• Multiple settings• At-risk for developing more
severe/chronic patterns of problem behaviors
•FBA
•Group Therapy
•Parent Training
•Wraparound services
•Community Support
School-Wide: 80% of Student Body
At-Risk
20%
5%
Student Identification Process
FL PBS Project: Targeted Interventions 2003-200413
Data-Based Decision
• The BEP is indicated when…– High percentage of students with
multiple referrals (>15%)– Problem behaviors are found in
multiple locations throughout school, from multiple staff
– Problem behaviors are not dangerous or violent
Referrals per Student
0
5
10
15
20
25
OD
R's
0
50
100
150
200
250
300
350
400
Bat
hro
om
Bu
s
Caf
é
Cla
ss
Co
mm
on
Gym Hal
l
Lib
rary
Off
ice
On
Bu
s
Par
kin
g
Pla
ygrn
d
OD
R's
Referrals by Location
0
100
200
300
400
500D
efi
an
ce
Dis
rup
t
Dre
ss
Fig
ht
Ha
ras
s
La
ng
ua
ge
Sk
ip
Ta
rdy
Va
nd
al
We
ap
on
s
OD
Rs
Referrals by Problem Behavior
Responding to Problem Behavior in Schools:
The Behavior Education Program
(BEP)
Crone, Horner & Hawken (2004). Guilford Publications, NY.
FL PBS Project: Targeted Interventions 2003-200418
Overview of BEP Elements• Daily positive adult contact
• Check-in/Check-out system
• Daily report card - Increased attention to behavioral goals
• For all school settings
• Home-School partnership
• Collaborative team-based process
FL PBS Project: Targeted Interventions 2003-200419
Overview: Positive Adult Contact
• Powerful protective factor for at-risk students
• First thing in morning, last thing before going home
• Encourage, motivate and help support student
FL PBS Project: Targeted Interventions 2003-200420
Overview: Check-in/Check-out
• Empirically supported strategy for reducing problem behavior
• Quick & easy• Before school, before dismissal• Regular setting and format
(predictable)• Positive contact• Prompts, reminders, supports
FL PBS Project: Targeted Interventions 2003-200421
Overview: Focus on Behavior
• Reminders at check-in/check-out• Feedback from teacher after each
class• Daily Progress Report• Increased opportunities for
reinforcement and learning
Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Parent Signature(s) and Comments: _______________________________________________
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
FL PBS Project: Targeted Interventions 2003-200424
Overview: Behavior Education
• Clearly defined expectations/goals• Daily prompts from positive adult• Daily prompts at each class/activity• Daily feedback from teachers and
parents• Additional support available on a
daily and as-needed basis
FL PBS Project: Targeted Interventions 2003-200425
Overview: All School Settings
• Daily Progress Report (DPR)• All of student’s
teachers/supervisors involved• Need for staff buy-in, training
FL PBS Project: Targeted Interventions 2003-200426
Overview: Home-School Partnership
• Parents meet with BEP team and student
• Parents sign behavior contract• Parents review, comment and sign
DPR
BEP Candidates
Making a good student-program match
FL PBS Project: Targeted Interventions 2003-200428
At-Risk Student Characteristics
and the BEP
• Disorganized• Sensitive to change, stress• History of low levels of
reinforcement• History of poor relationships• Low self-esteem
FL PBS Project: Targeted Interventions 2003-200429
BEP: Who Qualifies
• More than a minimum number of referrals
• Across several different settings• Not dangerous to self/others
•Adult attention is rewarding
FL PBS Project: Targeted Interventions 2003-200430
Example Behaviors– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate
language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat
– Difficulty following directions– Frequent peer conflict– Low-grade aggression (horseplay, rough-housing, etc…)
FL PBS Project: Targeted Interventions 2003-200431
Do Not Include:• Dangerous/violent students• Students who bring a weapon to school• Students who injure/may injure themselves• Students with a high number of referrals• Students with referrals from only one setting,
teacher, or time• Students who find adult attention
aversive
Pick Your Candidate…
George
• 17 referrals
• From multiple classrooms, cafeteria, hall, and bus
• Disruption, defiance, fighting
• Caught with box opener
Nacirema Middle School: 1-20 referrals; 5% receive 12 or more/year; 80% receive 5 or less/year
Richard
• 5 referrals
• From cafeteria, hall and bus
• Disruption, tardy, inappropriate language
John
• 11 referrals
• 8 from classroom, 2 from hall, 1 from bus
• Disruption, defiance, tardy, harassment
Example of a BEP in Action:
Nacirema Middle School
FL PBS Project: Targeted Interventions 2003-200434
Bob - Nacirema Middle School
• 8–8:25: Check-in. Bob arrives at the library with two of his friends and is greeted by the BEP coordinator. Bob gives yesterday’s DPR (which had been signed by Bob’s father) to the coordinator. The coordinator tells Bob he is glad Bob came to Check-in today, and gives him a new DPR. After Bob puts his name and date on the form, the coordinator asks Bob to show him that he has brought the supplies he needs for the day. Bob opens his backpack, and the coordinator sees that Bob forgot to bring paper with him. The coordinator gives Bob a few sheets of looseleaf and reminds him to bring everything he needs with him the next day. The coordinator prompts Bob to have a good day and to meet his DPR goals, and gives him a Tiger Ticket for having a successful check-in.
FL PBS Project: Targeted Interventions 2003-200435
Bob – Nacirema Middle School
• School day: When Bob arrives at class, he gives his DPR to the teacher, who welcomes him to class and asks him if he had any questions about last night’s homework. During the period, the teacher looks for opportunities to reinforce Bob for appropriate behavior, and monitors his progress on his BEP goals. At the end of class, the teacher gives the DPR back to Bob, and tells him how each score was decided on.
FL PBS Project: Targeted Interventions 2003-200436
Bob – Nacirema Middle School
• 2-2:10: Check-out. Bob leaves class 5-10 minutes early so he can return to the library for check-out. He gives his DPR to the coordinator, who keeps one copy for the school’s records and returns the DPR to Bob so he can have his parents sign it. If Bob has met his goal for the day, he can take a small snack as a reward. The coordinator congratulates Bob for his appropriate behavior, and prompts him to have a good day again tomorrow.
FL PBS Project: Targeted Interventions 2003-200437
BEP for Primary Grades
• Developmental considerations– More concrete goals– Reciting goals– Symbols vs. Numbers vs. Text– Rehearsal– Teacher support/prompting
• Organizational considerations– Transitions based on activities/time periods– Timing of feedback – Classroom vs. Check-in room/escorts– Check out
Establishing a BEP at Your School
FL PBS Project: Targeted Interventions 2003-200439
School Readiness
• SW PBS in place• Administrative support• Faculty/staff buy-in• BEP one of top 3 priorities for
school year• Stable school
characteristics/environment
FL PBS Project: Targeted Interventions 2003-200440
Getting Started• Establish BEP team and Coordinator• Identify what problems will be
addressed– Academics and Behavior
• Ensure adequate staff, resources, time• Establish referral process, data system,
and create needed forms• Staff Training• Parent Information• Student Body Information
First Steps
• Establish the BEP team and Coordinator
• Identify what problems will be addressed
• Ensure adequate resources are available
FL PBS Project: Targeted Interventions 2003-200442
The BEP Team
• Administrator• Persons with knowledge of
behavioral issues• Persons with experience dealing
with at-risk students• Representative of school,
committees• 8-person limit
FL PBS Project: Targeted Interventions 2003-200443
The BEP Team
• Attend weekly meetings• Offer collaborative assistance in
student/staff in-services• Introduce BEP to students and families• Contribute to decisions regarding BEP
students• Offer regular feedback on BEP process• Buy rewards• Time for training staff (1-3 hour in-service)• Time for BEP team meetings
Task Time
Attend/Contribute to weekly meetings
45 minutes/Once per week(Maximum)
Assist with In-services
2 hours/As needed(Maximum)
Assist with Introductory Meeting
45-60 minutes/As needed(Maximum)
Team Time Commitments
FL PBS Project: Targeted Interventions 2003-200445
BEP Mission Statement
• Develop according to the needs of your own school
• Example: “To identify and respond to students in need of additional supports within the school environment, and to ensure their success through individualized progress monitoring and data-based decision making.”
FL PBS Project: Targeted Interventions 2003-200446
BEP Coordinator*”SOMEONE THE STUDENTS ENJOY AND
TRUST”*
• Enthusiastic• Lead check-in and check-out• Enter data daily• Prioritize students for BEP meetings• Process requests for assistance• Create graphs for meetings• Gather extra info for meetings• Lead meetings• Maintain records
Crone, Horner & Hawken (2004). Responding to Problem Behavior in Schools:The Behavior Education Program. Guilford Publications, NY.
Task Minutes/per Day Total Minutes per
week
Check-in 30/5 150
Check-out 15/5 75
Enter data 20/5 100
Maintain Records 15/5 75
Prioritize BEP students for meeting
20/1 20
Process BEP referrals 20 20
Create BEP graphs 30/1 30
Gather supplemental information
90 90
Lead BEP meetings 45 /1 45
Complete extra tasks from BEP meeting
120 120
WEEKLY TOTAL:
12 HOURS
FL PBS Project: Targeted Interventions 2003-200448
Make sure to appoint
and train a backup
coordinator
Teacher Time Commitments
Task Total Time(Maximum)
Buy-in, In-service Training 1-11/2 hours
Greet/Prompt student(s) at beginning of each class/activity
1 minute per student
Reinforce/Prompt student during class
2 minutes per student
Rate DPR at end of each class/activity
2 minutes per student
Review DPR ratings with student at end of each class/activity
5 minutes per student
FL PBS Project: Targeted Interventions 2003-200450
Review – Time Requirements
Main Points
• Must review data weekly– Alternative model: Progress Monitoring
person, check-in person…team meets briefly each week to check in for problems/changes
• One-two people to handle daily check-in activities
• Teacher responsibilities will be minimum, depending on number of BEP students in their class
FL PBS Project: Targeted Interventions 2003-200451
Working Smarter Activity
• Identify BEP team mission– Record on team roster
• Discuss/Identify how BEP team fits into (and is different from) other teams that currently exist in your school
• Fill out the BEP team roster sheet
FL PBS Project: Targeted Interventions 2003-200452
Identify what problems will be addressed
• Behavior and Academics– Criteria for inclusion
• Determine overall target behaviors– Faculty, administration input– Positively stated, specific – Limit to 3-5 target behaviors– Tie into school-wide expectations
FL PBS Project: Targeted Interventions 2003-200453
Ensure Adequate Resources
• Space– Predictable, quiet, central location for
check-in/check-out• Age considerations
– Secure location for files, supplies• DPR forms• School Supplies• Rewards• Time for trainings• Time for BEP team meetings
FL PBS Project: Targeted Interventions 2003-200454
Summary:First Steps
• Space
• Materials– Referral form– DPR– Data system– Locked file cabinet
• Supplies and Rewards– School supplies– Large and small
rewards
• Time for training
• Time for BEP team meetings
• Available staff
FL PBS Project: Targeted Interventions 2003-200455
Action Planning • Action Planning form in packet• Assign Team roles, responsibilities,
meetings (Finish Working Smarter Activity/Team Roster)
• Begin identifying function and structure of BEP– Activity 1 – Action Planning items 1-6
Thinking it Through
• Establish the referral process• Establish the data system• Create necessary forms• Getting the word out
FL PBS Project: Targeted Interventions 2003-200457
Establish the Referral Process
• What, Where, How long?• Maximum capacity, wait list
– No more than 30 students– Only 15-20 for elementary schools
• System for prioritizing students– Process for graduating from program
FL PBS Project: Targeted Interventions 2003-200458
Referral FormBEP REFERRAL
Student Name: Referrer’s Name:
Grade: Rel. to Student:
Reason for Referral:
Why is this occurring?
What’s been tried?
DATE:
FL PBS Project: Targeted Interventions 2003-200459
Data System
• Microsoft Excel– Daily updates– Chart analysis
• Data backup• Data storage/security
Microsoft Excel
A B C D E F
1 8/8 8/9 8/10 8/11 8/12
2 John A.
3 Richard C.
4 Donald R.
5
6
Microsoft Excel
0
10
20
30
40
50
60
70
80
90
100
8/8/04 8/9/04 8/10/04 8/11/04 8/12/04
John A.
FL PBS Project: Targeted Interventions 2003-200462
Daily Progress Report ( DPR )
• At least 2 copies• Portable• Group vs. Individualized goals –
age appropriate• Reflect all areas of campus• Reflect all activities/time periods• Clear, concise, understandable for
students, families and staff
Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Parent Signature(s) and Comments: _______________________________________________
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
FL PBS Project: Targeted Interventions 2003-200465
Getting the Word Out
• Avoid stigmatizing students
• Make participation appealing
• Create activities to promote BEP
FL PBS Project: Targeted Interventions 2003-200466
Staff Training• 1-3 hour in-service; Explain Teacher’s role in
process• Explain BEP mission, culture, process, forms• Candidates for program
– Program capacity, prioritizing, time to placement
• Rating students’ behavior (Completing the DPR)– Giving effective feedback during and after
class– Graduating from the program
• Opportunities to practice, review forms• Booster sessions
FL PBS Project: Targeted Interventions 2003-200467
Parent Introduction
• For all parents• Positive• Collaborative• Brief• Opportunity to refer
FL PBS Project: Targeted Interventions 2003-200468
Student Body Introduction
• BEP as an opportunity• Earn more rewards• Earn respect of peers• Emphasize positive culture of BEP • Publicize BEP, achievements (with
permission)• Incorporate into school’s culture
FL PBS Project: Targeted Interventions 2003-200469
Summary: Thinking it Through
• Establish a referral process and form
• Establish a data tracking system• Create a functional Daily Progress
Report• Describe culture and culture-
promoting events• Train staff• Inform parents and students
FL PBS Project: Targeted Interventions 2003-200470
Action Planning• Activities 2 & 3: Begin to outline
referral process, forms
• Identify Data System (No Activity; Excel instructions in Resource section)
• Activity 4: Create DPR forms
• Activity 5: Begin to develop BEP culture & pep activities
• Action planning items 7 - 10
The BEP in Action:
Procedures and
Adjustments
FL PBS Project: Targeted Interventions 2003-200472
BEP Team Meetings• Structured• Share data – where is the BEP now?• Discuss:
– Priority students (3-5)*– Graduating students*– New referrals*– Exemplary students– Other issues/students
FL PBS Project: Targeted Interventions 2003-200473
Prioritizing Students• Multiple referrals, settings• Lower intensity behaviors• Likely to enjoy & benefit from
program• Turbulence factor• Other risk factors
– Poor peer relations– Low academic achievement– Low self-esteem– Few resources/little support
FL PBS Project: Targeted Interventions 2003-200474
Establishing goals• 80% of total points possible
– May be adjusted for some students• Better to do this before BEP starts, rather than
after the BEP has started and the student has experienced failure
– During introductory meeting (or after any changes), let students know what their target point total should be
• Check for understanding
FL PBS Project: Targeted Interventions 2003-200475
Introductory Meeting• Parents first: Buy-in, support• Together with child
– Give rationale– Emphasize positive aspects– Emphasize opportunities to earn rewards– Developmental considerations– Student and parent sign BEP Contract
• Teach target behaviors (refresh as needed)• Explain finality of teacher ratings• Physically walk through checkpoints or
routine
FL PBS Project: Targeted Interventions 2003-200476
Check in• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Record names, preparedness,
yesterday’s DPR• Reward for completing requirements• Prompt to have a good day
Example Check-in Record
From Crone et. al, 2004
Date: Check-in Leader:
Check-in
Check-out
Student Name
Paper Pencil Notebook DPR Parent Copy
DPR School Copy
% Daily
Points
John A.
Richard C.
Donald R.
Teacher’s Role
Greet/Prompt student(s) at beginning of each class/activity
1 minute per student
Reinforce/Prompt student during class
2 minutes per student
Rate DPR at end of each class/activity
2 minutes per student
Review DPR ratings with student at end of each class/activity
5 minutes per student
FL PBS Project: Targeted Interventions 2003-200479
Giving Feedback• Start each period off on a good note• Attend to appropriate behavior (especially if
it is a target behavior)– Be specific– Developmental considerations
• Review and explain DPR ratings calmly and objectively– Be specific
• Do not engage student in debates over ratings– Acknowledge concerns/feelings, then re-direct to
next day’s/period’s/activity’s potential for more points.
– End conversation immediately
FL PBS Project: Targeted Interventions 2003-200480
Example: Giving Feedback
Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets.
Teacher response: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”
FL PBS Project: Targeted Interventions 2003-200481
Giving Feedback• Praise all points, even if goal was
not met• Provide additional reward if
student has a perfect period– SW incentive, early out, etc…
• When ‘chunking’ periods…– Consider age, task demands
• Each period is a fresh start
FL PBS Project: Targeted Interventions 2003-200482
Check Out
• Move quickly• Recognize student for choosing to
come to check out• Collect a copy of the DPR• Reward if daily goal has been met• Prompt for a good day tomorrow
FL PBS Project: Targeted Interventions 2003-200483
Student Rewards
• PRAISE, PRAISE, PRAISE
• Positive adult contact
FL PBS Project: Targeted Interventions 2003-200484
Student Rewards• Small reward for successful check-in
– On time– Returned signed DPR– Has all materials– Filled out new DPR
• Small reward from teacher (SW currency, early out, etc…) for perfect periods
• Small reward/snack for successful check-out– Being there in time to make bus– Having DPR– Met daily goal
• Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)
FL PBS Project: Targeted Interventions 2003-200485
Student Rewards – Tying into the School Wide
System
• SW dollars, mini-store at checkpoint• BEP dollars (worth more than SW bucks)
– Accelerated value/redemption
• “Fast Pass” for School Market, lunch line• Wall of stars – prominent placement• Morning video (or booster training)
guest star
FL PBS Project: Targeted Interventions 2003-200486
Student Rewards – Tying into the School Wide
System
• Song selection, guest D.J., and/or recognition at school dance
• Separate BEP lottery (same/similar prize, smaller lottery pool)
FL PBS Project: Targeted Interventions 2003-200487
Data Entry
• Record % of points earned for the day
• Record should reflect – Absences– cards not turned in– no points earned
• Coding system
Microsoft Excel
A B C D E F
1 8/8 8/9 8/10 8/11 8/12
2 John A. 40 0 0 50
3
4
5
6
0
10
20
30
40
50
60
70
80
90
100%
Po
ssi
ble
Po
ints
Score
No Card
Absent
0
10
20
30
40
50
60
70
80
90
100
9/8/
03
9/9/
03
9/10
/03
9/11
/03
9/12
/03
9/13
/03
9/14
/03
9/15
/03
9/16
/03
9/17
/03
9/18
/03
9/19
/03
9/20
/03
9/21
/03
9/22
/03
% o
f P
oss
ible
Po
ints
Score No Card Absent
FL PBS Project: Targeted Interventions 2003-200491
Monitoring Progress
• Extra supports/prompts early on• Solicit student feedback• Monitor trends as entering data
(daily)– Remove, No change, More supports,
FBA?– In conjunction with ODR reports,
subjective information at weekly meetings
FL PBS Project: Targeted Interventions 2003-200492
Is the BEP working?
• Decide for individual students• Has the student met his/her goals?
– Variable data– Low, consistent data
• Is the student using the system correctly?
• Are there any patterns?
0
10
20
30
40
50
60
70
80
90
100
M T W R F
% o
f P
oss
ible
Po
ints
Week 1
0102030405060708090
100
M T W R F M T W R F
Week 1 Week 2
FL PBS Project: Targeted Interventions 2003-200495
Potential Problems
• Doesn’t like coordinator• Being punished by parents for poor
DPRs– Teachers using DPR points punitively
• Needs more support
FL PBS Project: Targeted Interventions 2003-200496
Additional Support• More frequent reinforcement• More powerful reinforcers for daily goal
– Contracting• Academic interventions
– Modify target behaviors• Self-monitoring/self-reinforcement
(when needs more attention)• Use DPR points as currency for rewards
FL PBS Project: Targeted Interventions 2003-200497
Graduating from the Program
• 80% or better for at least 4 weeks, on a daily basis
• Consult with teacher(s), team• Meet with student to introduce
graduation process– Show data– Explain how to use rating card/how to judge
own behavior– CELEBRATE!
• Talk with parent about graduation, how they can continue to support their child
FL PBS Project: Targeted Interventions 2003-200498
Graduating from the Program
• Shift to self-management– Teacher ratings = Student ratings– Rewards for honesty and accuracy
• Rewards become contingent on good behavior– Fade teacher ratings, rewards (not as
much)
• Fade data collection
FL PBS Project: Targeted Interventions 2003-200499
Graduating from the Program
• Monitor data CLOSELY• Communicate with student,
teachers
FL PBS Project: Targeted Interventions 2003-2004100
Action Planning
• Activity 6: School supplies and rewards
• Action item 11
• Continue working on previous items
FL PBS Project: Targeted Interventions 2003-2004101
Trouble shooting
• Not checking in– Deliver DPR to student– Find out if s/he wants to participate in
program. • motivate with reinforcers (selection,
contracting)
– If student refuses to participate, probably need FBA
FL PBS Project: Targeted Interventions 2003-2004102
Trouble shooting• Not checking in/out
– Make sure they understand routine – Make sure teachers are cooperating– Can get teacher, friends to remind
student to check out– Can escort student at beginning to help
him/her learn routine.– Provide rewards (lottery ticket, weekly
drawing) contingent on just showing up.– Make sure BEP has a positive, important
profile in school, coordinator is well-liked
FL PBS Project: Targeted Interventions 2003-2004103
Trouble shooting
• Student loses DPR– Get new one right away– If chronic, find out how school can
improve program (more salient rewards)
– Check for home response to poor DPRs
FL PBS Project: Targeted Interventions 2003-2004104
Responding to Problem Behavior in Schools:
The Behavior Education Program
• Team meetings• Prioritizing
students• Establishing goals• Introductory
meeting• Check in
Crone, Horner & Hawken (in press)
•Giving feedback•Check out•Data entry•Monitoring Progress•Graduating
Process:
FL PBS Project: Targeted Interventions 2003-2004105
Responding to Problem Behavior in Schools:
The Behavior Education Program
• BEP Coordinator, backup
• BEP Team• Resources• Goals• Referral & DPR forms
Crone, Horner & Hawken (in press)
•Referral process•Data system•Training staff•Parent awareness•Student body awareness
Foundations:
FL PBS Project: Targeted Interventions 2003-2004106
Florida’s Positive Behavior Support
Project• FL-PBS Project
– Phone: (813) 974-6440– Fax: (813) 974-6115– Email: [email protected]– Website: http://flpbs.fmhi.usf.edu
• OSEP Center on PBS– Website: http://www.pbis.org