Schoolwide Application of Positive Behavioral Interventions & Supports
Schoolwide Positive Behavior Support
description
Transcript of Schoolwide Positive Behavior Support
Schoolwide Schoolwide Positive Behavior SupportPositive Behavior Support
TimelineTimelineSome HighlightsSome Highlights
Early 1990s: Developed by researchers at the Universities of Early 1990s: Developed by researchers at the Universities of Oregon and Iowa (Sugai, Horner, Lewis, Knoster, Walker)Oregon and Iowa (Sugai, Horner, Lewis, Knoster, Walker)
1997: PBS strategies supported in IDEA1997: PBS strategies supported in IDEA2001: SSWs in Dearborn begin conversations about PBS2001: SSWs in Dearborn begin conversations about PBS2004: IDEA emphasizes implementation of positive behavior 2004: IDEA emphasizes implementation of positive behavior
supportssupports2006: Michigan Department of Education adopts policy that 2006: Michigan Department of Education adopts policy that
each school district is to implement schoolwide PBS each school district is to implement schoolwide PBS Fall 2006: River Oaks begins using Second Step programFall 2006: River Oaks begins using Second Step program2008-2009: Dearborn subcommittee examines process for 2008-2009: Dearborn subcommittee examines process for
implementing schoolwide PBSimplementing schoolwide PBS2009: O.L. Smith begins implementation of schoolwide PBS2009: O.L. Smith begins implementation of schoolwide PBS
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student SuccessDesigning School-Wide Systems for Student Success
Response to Intervention(RTI)
Schoolwide Positive Behavior Supports
(PBS)
School-wide PBSSchool-wide PBS
Interventions occur throughout the school Interventions occur throughout the school environment by:environment by:
building positive relationshipsbuilding positive relationships creating routinescreating routines teaching skills, rules and expectationsteaching skills, rules and expectations identifying replacement behaviors for those which identifying replacement behaviors for those which
interfere with learninginterfere with learning making problem behavior less effective, efficient making problem behavior less effective, efficient
and relevantand relevant making the desired behavior more functional and making the desired behavior more functional and
adaptive adaptive
Tier 1Tier 1
Used for 100% of students, effective for 80%Used for 100% of students, effective for 80% Teach schoolwide positive behavior Teach schoolwide positive behavior
expectations and proceduresexpectations and procedures Positive reinforcement for all studentsPositive reinforcement for all students Consistent consequences for problem behaviorsConsistent consequences for problem behaviors Effective procedures and supervision in non-Effective procedures and supervision in non-
classroom areasclassroom areas Effective instruction and classroom managementEffective instruction and classroom management
ALL
Tier 2Tier 2
About 10-15% of students will require Tier 2 About 10-15% of students will require Tier 2 interventionsinterventions
Targeted social skills instructionTargeted social skills instruction Check in/Check out systemCheck in/Check out system School-based mentorsSchool-based mentors Newcomers ClubNewcomers Club Simple Behavior PlansSimple Behavior Plans Increased academic supportIncreased academic support Alternatives to suspensionAlternatives to suspension
Some
Tier 3Tier 3
About 1-5% of students will require Tier 3 About 1-5% of students will require Tier 3 interventionsinterventions
Intensive Functional Behavior AssessmentIntensive Functional Behavior Assessment Intensive, individualized Behavior PlansIntensive, individualized Behavior Plans Parent collaboration and educationParent collaboration and education Collaboration with student’s physician or Collaboration with student’s physician or
mental health professionalmental health professional Intensive academic supportIntensive academic support
Few
Differences between Tier Differences between Tier 2 and 32 and 3
Understanding the Understanding the problemproblem
Key to Understanding Key to Understanding the Problem:the Problem:
DATADATA
0
10
20
30
40
50
60
70
80
90
Number of Students
1 to 3 4 to 6 7 to 9 10 o 12 13 to 15 16 to 20
Number of Office Referrals
Type of Intervention by Frequency of Referral
Tier 2
Tier 3
Data determines whether a student should receive a Tier 2 or Tier 3 intervention
Identifying Students in Identifying Students in NeedNeed
Tier 2 InterventionsTier 2 Interventions
Targeted social skills instructionTargeted social skills instruction School-based mentorsSchool-based mentors Newcomers clubNewcomers club Increased academic supportIncreased academic support Alternatives to suspensionAlternatives to suspension Targeted Consequences: Restitution Targeted Consequences: Restitution
Options; Recovery/Responsibility RoomOptions; Recovery/Responsibility Room
QUICK SORT TOOL Tier 2 & 3 Students DATE:
CICO Mentor Home/School Plan Social Skills Group Simple FBA/BIP Tier 3 FBA/BIP
Totals
Check In/Check OutCheck In/Check Out
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Trainings and \My Documents\Gail's Stuff\Trainings and ISTsISTs
\PBS 11-09\point_sheet_template.doc\PBS 11-09\point_sheet_template.doc
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Trainings and \My Documents\Gail's Stuff\Trainings and ISTsISTs
\PBS 11-09\pbs_daily.xls\PBS 11-09\pbs_daily.xls
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Trainings and \My Documents\Gail's Stuff\Trainings and ISTsISTs
\PBS 11-09\pbs_weekly_sheet.xls\PBS 11-09\pbs_weekly_sheet.xls
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Trainings and \My Documents\Gail's Stuff\Trainings and ISTsISTs
\PBS 11-09\sample_cico.xls\PBS 11-09\sample_cico.xls
Home/School Behavior PlanHome/School Behavior Plan
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\Gail's Stuff\Training\My Documents\Gail's Stuff\Trainings and s and ISTsISTs\PBS 11-09\home_and_school_behavi\PBS 11-09\home_and_school_behavior_form.docor_form.doc
Simple Functional Assessment Simple Functional Assessment and Simple Behavior Planand Simple Behavior Plan
C:\Documents and Settings\C:\Documents and Settings\milburgmilburg\My Documents\FBA and BIP forms a\My Documents\FBA and BIP forms and procedures\FBA Template-Simplend procedures\FBA Template-Simple rev 3-08.dot rev 3-08.dot
..\..\..\FBA and BIP forms and procedur..\..\..\FBA and BIP forms and procedures\BIP Form Template rev 3-08.dotes\BIP Form Template rev 3-08.dot
Descriptions of Problem Descriptions of Problem BehaviorBehavior
Other Data Collection Other Data Collection MeasuresMeasures
Make sure you are gathering the right information
Tracking only total frequency per day
WEEKLY SCATTERPLOT Student: Week of: Target Behaviors Pinching adults X = Behavior Observed
0 = Behavior NOT Observed
/ = No Observation Done
ACTIVITY
MONDAY DATE:
TUESDAY DATE:
WEDNESDAY DATE:
THURSDAY DATE:
FRIDAY DATE:
TOTALS
Calendar
Reading
Writer’s Workshp
Snack
Recess
Seat. Work
Lunch
Listen to Story
Music/Gym/ Computers
Math
Recess
Puzzles
TOTALS
An example of
Scatterplot Assessment
Form
One Behavior
Observed or Not Observed
Collecting ABC InformationTraditional FBA Data Collection
Antecedent Behavior Consequence
What happens
BEFOREWhen doesn’t
happen Where doesn’t happen
With whom doesn’t happen
Under what conditions doesn’t
happen
What happens
DURING
What happens
AFTER
Clues to Function
Time Location What happened before behavior?
Behavior Duration of Behavior
What happened after behavior?
Simple ABC Chart
ABC charting gives most information about the behavior but is time consuming
sample ABC LOG
Student: Marcus Target Behaviors: Off-task, disruptive
DATE TIME ACTIVITY ANTECEDENTS EXACT BEHAVIORS CONSEQUENCE STUDENT’S REACTION 3-18 8:45 English
class M. doesn’t start writing assignment
M. talking to other students, disrupting others
Redirect, gave help to get started
Got to work
3-20 9:40 Social studies
Students supposed to work quietly on assignment
Talking, laughing loudly, disrupting
Redirect, given reminders
M. continues loud talking, bothering others, refuses to follow direction,
Out of class time-out – 15 minutes
Grumbles when leaving – returns and completes work
Date Time AntecedentWhat was happening before the behavior
occurred?
Behavior ConsequenceWhat happened after?
DurationHow long did the behavior
last?
Intensity
_____ Alone_____ With peers_____ Riding in bus/van_____ Preparing for outing_____ Just ending an activity_____ Participating in group_____ Asked to do something_____ Asked/told “not to”_____ Transitioning_____ Working on academics (what)?______________)_____ At recess_____ Being ignored_____ At lunch_____ Given a warning_____ About to begin new activity_____ OTHER (describe)
_____ Refusing to follow instructions_____ Disrupting class (describe)_____ Making verbal threats _____ Hurting self_____ Destroying property_____ Screaming/yelling_____ Biting_____ Throwing_____ Kicking_____ Running away_____ Grabbing/pulling_____ Crying Loudly_____ OTHER (describe)
_____ Student ignored_____ Used proximity control_____ Gave a nonverbal cue_____ Gave a verbal warning_____ Changed assignment_____ Redirected_____ Student lost privilege_____ Sent to office_____ Suspended_____ Gave detention_____ Gave a time out_____ Physical assist/prompt_____ Physical escort_____ Physical management_____ OTHER
____ <1 minute____ 1-5 minutes____ 5-10 minutes____ 10-30 min.____ 1/2 – 1 hour____ 1-2 hours____ 2-3 hours____ 3+ hours
1 LOW2345 HIGH
It’s It’s importaimporta
nt to nt to have all have all
the the informatinformat
ion ion before before moving moving forwardforward
Sample FBA Summary
Developing HypothesesDeveloping Hypotheses
• One’s best guess / explanation of how the antecedents / consequences affect the behavior.
• An approach for narrowing the field of possible influences until eventually the governing variables are identified.
• VARIABLES ASSOCIATED WITH THE PROBLEM
Simple vs. Intensive Simple vs. Intensive FBA/BIPFBA/BIP
Tier 3 InterventionsTier 3 Interventions
Intensive Functional Behavior AssessmentIntensive Functional Behavior Assessment Intensive, individualized Behavior PlansIntensive, individualized Behavior Plans Parent collaboration and educationParent collaboration and education Collaboration with student’s physician or Collaboration with student’s physician or
mental health professionalmental health professional Intensive academic supportIntensive academic support
Tier 3 BIP ComponentsTier 3 BIP Components
Prevention StrategiesPrevention Strategies
Teaching Replacement Teaching Replacement BehaviorsBehaviors
Examples of Replacement Examples of Replacement BehaviorsBehaviors
How to solve a problem with your teacher How to solve a problem with your teacher respectfully, without explodingrespectfully, without exploding
How to ask for “help” or for permission from your How to ask for “help” or for permission from your teacher in general educationteacher in general education
How to identify your rising agitation and ask for a How to identify your rising agitation and ask for a “break”“break”
How to let an annoying peer know they are How to let an annoying peer know they are bothering youbothering you
How to greet the bus driver appropriatelyHow to greet the bus driver appropriately How to self-monitor behavior How to self-monitor behavior
Positive Reinforcement Positive Reinforcement StrategiesStrategies
Non-RestrictiveNon-RestrictivePlanned ConsequencesPlanned Consequences
Take a BreakTake a Break
Correct Behavior UsingCorrect Behavior UsingPositive PracticePositive Practice
Planned ConsequencesPlanned Consequences
Simple Corrections / Precision requestsSimple Corrections / Precision requests Positive Practice – “Try it the right way.”Positive Practice – “Try it the right way.” Restitution – Restitution –
Teach students to take responsibility for their actionsTeach students to take responsibility for their actions Think sheetsThink sheets Social restitutionSocial restitution Community/school serviceCommunity/school service
Privilege LossPrivilege Loss
In-Class Time-OutIn-Class Time-Out
Consequence for rule breakingConsequence for rule breaking Establish & teach procedures Establish & teach procedures Keep it brief - keep instruction movingKeep it brief - keep instruction moving Make it boring – minimize attention & talkMake it boring – minimize attention & talk Think sheetsThink sheets
Moderately Restrictive Moderately Restrictive TechniquesTechniques
Exclusionary Time-OutExclusionary Time-Out
Send-HomesSend-Homes
Distinguishing Send Homes from Distinguishing Send Homes from Code of Conduct RemovalsCode of Conduct Removals
Issues related to BIPs in IEPsIssues related to BIPs in IEPs
Contact your school’s Behavior Specialist if your team is considering writing Send Homes into a BIP
Restrictive ConsequencesRestrictive Consequences
Primarily used Primarily used onlyonly in center-based programs, in center-based programs, numerous requirements regarding implementation, numerous requirements regarding implementation, informed consent and RESA-level peer review if informed consent and RESA-level peer review if written into a BIPwritten into a BIP
Physical RestraintPhysical Restraint
SeclusionSeclusion
Protective DevicesProtective Devices
Timeline for Typical Intensive Timeline for Typical Intensive Functional Behavior AssessmentFunctional Behavior Assessment
PBS is all about PBS is all about the importancethe importanceof front loadingof front loading
the interventions; the interventions; prevention and prevention and
early, effective early, effective intervention intervention
are keyare key
Thank youThank you