SD PBS Coaches’ Training
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Transcript of SD PBS Coaches’ Training
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SD PBS Coaches’ Training
February 23, 2010Sioux Falls
Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson
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Today’s Agenda Sharing/Where are you now? Data Collection & Using your
Data Targeted Behavior Interventions
& Resources Staff Training Next Steps
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Sharing Take a few minutes to answer
these questions and be prepared to share–What is working?–What are your stumbling blocks??
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Data Collection & Using Your Data
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Evaluation Using evaluation data to guide the
team– What tools are you currently using to
evaluate your progress?– How are you using this evaluation
data to guide your team PBS planning– Goal: Identify 2-3 tools you plan on
using to evaluate your progress
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Evaluations *SWIS (monthly) School Team Update Team Process Evaluations Team Implementation Checklist
(multiple times) Walk-Thru’s (2x/year) Benchmarks of Quality (end of year) Outcome Data (ODR, ISS, OSS,
Attendance) (end of year) Staff Satisfaction Survey (end of year)
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Targeted Behavior Interventions & Resources
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual•Individual Students•Assessment-based•High Intensity
Intensive, Individual•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group•Some students (at-risk)•High efficiency•Rapid response
Targeted•Some students (at-risk)•High efficiency•Rapid response•Individual or Group
Universal•All students•Preventive, proactive
Designing School-Wide Systems for Student Success
Universal•All students•Preventive, proactive
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Step 4: Response to Intervention Is it working?
Step 2: Problem Analysis Why is it
occurring?
Step 3: Intervention Design
What are we going to do about it?
Step 1: Problem Identification
What is the problem?
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Problem Solving Steps
1). Identify and analyze the problem
2). Develop the plan3). Implement the plan4). Evaluate the plan
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Kinds of Data Office discipline
reports Behavioral
incidents Attendance Suspension/
Detention Observations Self-
assessments
Surveys, focus groups
Test scores Rating scales Teacher
checklists Etc
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Data is necessary at all 4 stepsStep 1: To identify the problem
and develop the hypothesisStep 2: To develop the planStep 3: To monitor the
implementation of the planStep 4: To evaluate the success
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Major Features of Targeted Interventions
Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention based on assessment
– Functional Assessment Adequate resources (admin, team)
– weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making
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Why do Targeted Interventions Work?
Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.
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Why do Targeted Interventions Work? Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior
Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support For academic-based, escape-maintained problem behavior
incorporate academic support Linking school and home support
Provide format for positive student/parent contact Program is organized to morph into a self-management
system Increased options for making choices Increased ability to self-monitor performance/progress
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Examples of Targeted Group Interventions
The Behavior Education Plan (BEP) Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly
Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne Hawken
Robert March & Rob Horner Feasibility and Contributions of Functional Behavioral Assessment
in Schools Journal of Educational and Behavioral Disorders
Leanne Hawken & Rob Horner Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support. Journal of Behavioral Education Check –in/ Check-out (Bethel) H.U.G (Tigard T) Check and Connect (Winston)
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Elements of the BEP/Check and Connect Approach
Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Functional Assessment Design of Support Data Collection and Decision Making
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Organization and Structure
Coordinator Chair BEP meetings, faculty contact, improvement
Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk
Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services
All staff commitment and training Simple data collection and reporting system.
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Identification and Referral
Multiple office referrals Recommendation by teacher
Teacher Request for Assistance Recommendation by parent Time to action:
– 30 min to 7 days (goal is < 72 hours)
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Contract/Agreement
Agreement to succeed– Student: Student chooses to participate– Parent– BEP coordinator– Teachers
Contract may be written or verbal– Better if written
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Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can
also be used in cafeteria or playground… anywhere there is a supervisor)
End of day check-out– Points tallied– Reward
Daily Progress form copy taken home and signed. Return signed copy next morning.
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Staff Training
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Refreshers at the beginning of the year
– Beginning of the Year Expectations and Rules Definitions of Problem Behavior Referral Form Major vs Minor Referral Process Rewards Consequences Changes made based on Survey Results
– Mid Year Topics based on data Topics selected based on input from staff
and administration
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Refreshers at the beginning of the year
Make sure all staff have resources from Year 1:– Poster of expectations and rules– Discipline Process Flowchart– Referral Forms and Minor Infractions
Sheets– Lesson Plans
New Staff– New teacher meetings– Mentor– PBS Manual or Video Tape
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Next Steps….Remember its a Slow Process
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Developing a comprehensive system of support can take 3-5 years
SW-PBS incorporates philosophical and behavioral changes on the part of your staff
Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts
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Resources Janney, R. & Snell, M. (2008). Behavioral
Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.
George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.
APBS Standards of Practice:– http://apbs.org/standards_of_practice.html
Association of PBS:– http://www.apbs.org/new_apbs/pbsinfo.aspx
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PBIS Website:– www.pbis.org/researchliterature.htm– http://www.pbis.org/schoolwide.htm#top
FLPBS Project: http://flpbs.fmhi.usf.edu PBS Project newsletter:
– http://flpbs.fmhi.usf.edu/resources_newsletter.asp
PBS Project On-Line Modules:– http://flpbs.fmhi.usf.edu/
requestservices_onlinemodules.asp Suggested Interventions by Function of
Behavior– http://flpbs.fmhi.usf.edu/Intervention%20Planning
%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf
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Online Academy– Individual & SW-PBS foundations &
practices, FBA, interventions– http://elearndesign.org/resources.html
Univ. Oregon Training Manuals– Notes/Ideas on School-Wide
implementation from Oregon– http://pbismanual.uoecs.org/manual.html
Kansas Training Modules & links– www.pbskansas.org/htdocs/
external_links/default.html#onlinetrainingmodules
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Ruth Fodness- [email protected] Kari Oyen- [email protected] Pat Hubert- [email protected] Jody Jackson- [email protected] Rebecca Cain-
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Linking Intervention to Behavior
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Problem Solving at all 3 Tiers Tiers do not represent where
students go to receive services- Rather the resources that are available at each Tier
Interventions ideas are generated only after determining the FUNCTION of the behavior.
• To get or get away from “Prescriptions in a bag”
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ABC Activity: Role Play
Antecedent: teacher announces pop-quiz on vocabulary
Behavior: student yells and throws book
Consequence: student receives referral and removal
Function? Intervention?
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Remember… If many students are making the
same mistake, it is typically the system that needs to change, NOT the students
Teach monitor and reward before relying on punishment
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Step 1 Problem Identification Referrals by problem behavior?
– What problem behaviors are most common?
– Referrals by location?– Are there specific problem locations?
• Referrals by student?– Are there many students receiving
referrals or only a small number of students with many referrals?
• Referrals by time of day? • Are there specific times when
problems occur? • Additional Queries/Custom
Graphs…
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Review existing data Multiple graphs of current ODR’s, a
‘safety survey’, and student demographic information
Gather additional information •Which Hallways? •Supervision in Hallways? •Sufficient Teaching of
Expectations/Rules •Which Students?
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Step 2: Problem Analysis Develop hypothesis and
assessment questions Why is the desired or replacement
behavior not occurring? What is (are) the most likely
reason(s)? Examine environmental factors,
not just within child factors
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Problem Analysis: Hypothesis statement
When this occurs (describe circumstances)– When 6th & 7th graders are in the
hall at 8am • What happens ( describe the
behavior)– there are increased occurrences of
skipping • To get/avoid (describe the
consequences)
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Step 3. Intervention Design and Implementation
Develop a behavioral definition– Observable and measurable– Desired/Replacement Behavior and/or
Goal Student can get same outcome with
appropriate behavior– Link to school-wide expectations and
rulesStudents will learn to be Responsible
(proceed to class after the 1st tardy bell, walk in the hallway, and have all materials ready)
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Brainstorm Strategies– Hallway supervisors– Re-teaching expectations and rules
for hallway Policies for hallway passes
– Reward early class entry– Revise morning procedures– Earning extended breakfast pass
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Link the intervention to the Data
Consider hypothesis/causes generated in Step 2– Then, vote on the intervention
Develop a specific plan with delineated responsibilities
Include goals and progress monitoring plan
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List the specifics in Implementation Plan:– Who is responsible?– What will be done?– When will it occur?– Where will it occur?– How will it be evaluated?
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Establish action steps to implement
Create and deliver staff training on reinforcing appropriate behaviors and provide examples (Principal, 15th of Nov., shared via email)
Revise and modify morning breakfast procedures and change tardy bell(Mr. First, 6th of Nov., committee will share)
Create “skipping” skit with Drama Club and play on CCT every morning (Mrs. Ashley, 8th of Nov., will begin running on 9th of Nov.)
5 minute scripted refresher before breakfast transition (Miss J., 14th of Nov., will email for revisions)
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Step 4: Response to Intervention
Progress Monitoring and Response to Intervention– Reconvene to examine data– Did we meet the goal?– Did we do what we agreed, the way agreed, for as
long as we agreed? Do we need to modify current plan or develop
a new plan? Do we need to develop a plan to maintain or
fade out the intervention if it was successful?– Consider reviewing/revising problem
definition and hypotheses if intervention isn’t working
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Evaluate the outcomes
Compare the number of referrals Survey teachers and students Modify if necessary Supervision changes aren’t
working– Offer comp time or other choice
incentives for staff willing to give up part of planning time to staff hallway and breakfast area
Train several school-based volunteers to supervise hallways
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Functions of Behavior Escape Attention Tangible Sensory
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Examples of Behavior Intervention Plans
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Example of Behavior Intervention Plan
..\..\Behavior\Behavior Intervention Plans\Ethan Behavior Intervention Plan.doc