Introduction to Positive Behavioral Interventions and Supports (PBIS)
TIER 3 PBIS: INTENSIVE POSITIVE BEHAVIOR SUPPORT.
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Transcript of TIER 3 PBIS: INTENSIVE POSITIVE BEHAVIOR SUPPORT.
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TIER 3 PBIS:INTENSIVE POSITIVE BEHAVIOR SUPPORT
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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 Success
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Interventions
Complex Functional Behavior Assessment/ Behavior Improvement Plan (Complex FBA/BIP)
Educational Wraparound (K-8th Grade only)
RENEW (9th- 12th Grade only) Rolling out to 6th-8th grade 2013-2014
academic year
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Unique Fit
Tertiary-tier intervention plans should be
uniquely designed to fit individual
students needs as opposed to making a
student fit into a prescribed program.
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What is a Functional Behavior Assessment?
A method for identifying the factors that predict and maintain problem behavior What? When? Where? Why?
Triggers Immediate Setting Events
Functions/ Outcomes that reinforce the behavior Gain something Avoid something Maintaining Consequence (students laugh, removed
from class, etc) Replacement Behaviors
Still match the function of the problem behavior Student still gets attention, etc
Steps toward desired behavior
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Complex FBA/BIP
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Setting Event Strategies- eliminate setting events or build in neutralizing routines to defuse the effects of the setting event Sam meets with nurse in morning to talk and
calm down before the day begins Antecedent strategies- eliminate or
modify triggers of the behavior AND provide prompting of alternative/desired behavior Don’t ask student to read aloud in class,
student works quietly with a buddy, student given different assignment
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Teaching/ instructional strategies- make problem behavior inefficient by teaching functionally equivalent alternative behavior- works towards desired behavior gradually Teach what working quietly looks like/ with practice
Consequences strategies- make problem behavior ineffective by reinforcing replacement and desired behaviors AND minimizing reinforcement of problem behavior Student raises hand- quickly respond Peers acknowledged for ignoring outbursts of
student
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Key is to set REASONABLE expectations If the student is currently out of seat and off
task for the most of the class period and is not turning in any completed assignments. Probably NOT reasonable to expect:
To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week.
More reasonable INITIAL goal: Student will: a) be in seat and on task for at least 20
minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.
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M.K. Strickland-Cohen (2011) ECS, University of Oregon
If the function of behavior is to Gain Peer Attention, for being in her seat and working quietly for 30 minutes the reinforcer might be: 15 minutes to work with a peer buddy
If the function of behavior is to Avoid Difficult Tasks, for staying on task and completing over 50% of an assignment the reinforcer could be: a “Free Homework Pass”
When possible use consequences for desired behavior that match the FUNCTION of the problem behavior.
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Parent Involvement in Tier 3 FBA/BIPs Needs to be proactive, not reactive
Establish a partnership – get help from experienced staff
Involve student, if appropriate Scheduled meetings – not only reactive
meetings Need to listen to parents and incorporate
their ideas into FBAs/BIPs
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Tier 3 Team MembersIndividualized by student
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Prevention StrategiesPrevention Strategies
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Prevention Strategies
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Brandon – 4th Grade ODD/ADHDPrevention Strategies E-mail communication - teacher to
mother Supervised transitions Lunchroom supervision Allowed to call mother when upset No recess loss for incomplete work.
Homework routine established at home. Expectation to carry book bag, etc. CICO review for readiness daily Alpha Smart – writing issue
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Tier 3 Wraparound
K-8th Grade StudentsTier 3 Intensive Intervention
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What is Wraparound?
Wraparound is a process for developing
family-centered teams and plans that are
strength and needs based (not deficit based)
across multiple settings and life domains.
Families define ‘success’ for the team If they define progress/success, as well as
strengths and needs, then they are likely to
be engaged in the interventions.
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individual students
built upon strengths
voice, priorities of youth and family
based on unique youth and family needs
culturally relevant teams and plans
plans include natural supports
traditional and non-traditional interventions
multiple life domains
unconditional
Features of Wraparound:
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Four Phases of Wraparound Implementation
1. Team Development1. Get people ready to be a team/ who is needed on team?2. Complete strengths/needs chats
2. Initial Plan Development1. Hold initial planning meetings and collect data 2. Develop a team “culture” 3. Begin/ complete Student Action Plan (including an FBA/BIP)
3. Plan Implementation & Refinement1. Hold team meetings to review plans as needed2. Modify, adapt & adjust team plan & Student Action Plan
4. Plan Completion &Transition1. Define “good enough” 2. Unwrap and transition off Wraparound
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Student Action Plan
Summarize prior interventions Team membership Student strengths (home, school, and
community) Create a Mission Statement Create a Safety Plan Big Needs of the student Plan/ Strategies to address those needs Progress Monitoring Data to be used FBA/BIP
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Tier 3 Wrap Around – Case Study 8th grade – two years behind Bipolar & ADHD psychiatric diagnosis; Emotionally-Impaired
eligibility Below average reading, writing & math Inappropriate sexual comments and behavior to peers;
racist comments; inappropriate use of computer; refusal to work; disrespectful to adults; physical aggression/intimidation to peers
Lives with mother; father present sporadically Large & overweight Guidance Center
Meds last year – Clonidine, Metadate, Abilify & Lithium. Later Geodon & Zoloft.
Probation Officer School in 3rd year of PBIS
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John – Review Dates 2012
March 1 March 20 April 20 May 22 June 14 August 24 September 26
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March 1
Before March 1 Simple FBA & BIP, background info reviewed
Behavior Consultant observe student for 60-90 minutes
Meet with school team Describe and agree to wrap-around process Identify who to invite to next meeting Begin to outline the plan Brainstorm issues and ideas Assign tasks Set next meeting date with parent(s) Developed an idea of what to focus on at home
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March 20
Assessed behavior situation at home – update FBA.
Daily routines in detail. Likes and dislikes. Got information from Parole Officer – boot camp
option tied to school behavior – establish monitoring system.
Got medication information. Established goals and initial interventions. Tightened up CICO and established homework
time at home. Start CICO-type monitoring at home. Explained plan to John at the end – he agreed to it.
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April 20
Reviewed data – grades up – only one failing grade; no harassment behaviors; “totally different kid.”
Sleeping in class – adjust bedtime. Manipulating homework; tighten up on procedure. Clarified criteria for Boot Camp. No more vouchering for meds – mother has to pay;
off Lithium, more focused and awake. Eating problem at home. Mentor Mr. J. started to spend time. RR Teacher started PBS-based bully prevention
instruction in two classes. Review with John.
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May 22
Court date May 8 - did well. Scheduled for Boot Camp June 1 – missed criteria at
home. Anticipating failing – asked for help to pass. Classroom behavior very improved. Showering daily, but more resistant at home to
homework and chores. Coach mother. Very little homework – 10% Revised reward system – earn money daily for school
and home – enter in to an account. Still on 3 meds. SSW encouraged mother to apply for SSD so that he
can receive his own benefits for meds. Review with John.
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June 14
Reviewed Boot Camp evaluation. John came to seek help in office one time when
he was having a problem with a student. Pass into 8th grade. Computers still an issue. Reward system being used. Community service summer project. Off all meds for a week. Learning to speak respectfully to
mother/apologizes. Plan for next year. Continue CICO. Meet with all
teachers to go over his plan before school starts. Review with John.
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August 24
Met with new teachers. Mother reports increased disrespect and
aggression towards her. Daily summer program through courts –
some problems, mostly positive. School plan – start very tight; close
monitoring. Established zero tolerance standard for
aggression to mother. Review with John.
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September 26
Pre-meeting conference with behavior consultant. School concerned.
Teacher – J. not horrible behavior, but not working.
Breakdown in follow-through at home. Josh has different affect – happier, jokester. Changes to plan
Eliminate home data sheet – change course - get an after-school job – John is15 yrs. old.
Increase reward opportunities in school via CICO. Established criteria for ISS. – walking out of class. Visit to Day Treatment; High School trial.
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9th Grade- 12th GradeTier 3 Intensive Intervention
RENEW
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RENEW
PRINCIPLESSelf-DeterminationUnconditional CareStrengths-Based SupportsFlexible ResourcesNatural Supports
GOALSHigh School CompletionEmploymentPost-secondary EducationCommunity Inclusion
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RENEW IS….
A flexible, person-centered planning and support service
Driven by the student’s expressed needs, interests, and goals
Designed to foster competence by creating supported educational and career-related experiences in which the youth can be successful
Designed to be flexible and individualized Designed to build social resources for the youth
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RENEW Planning Process: Step-by-Step
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Phase 1: Futures Planning
Adult meets with student weekly for 1 class period
Complete 10 “Maps” on various areas of their life
Relationship is cultivated between adult and student
Adult asks prodding questions to student and records discussion on poster paper in words and pictures
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RENEW Maps
• Use graphics and words
• Use flip chart paper• Engaging for
participants
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Phase 2: Team Development Discuss available resources Discuss who student wants on their team Reach out to potential team members Collect any relavent data
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Phase 3: Implementation & Monitoring
Define specific goals and steps toward goal Student RENEW Action Plan
Meet as needed with student team around a goal
Assign tasks/ duties to team members Create Goals and Next Steps plan Determine how you will monitor progress Continue to meet until goal is reached
Create a new team for next goal
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Tier 3
Individualized and intensive Ensure all students first receive Tier 2
interventions Specialized and specific to student needs Complex FBA/ BIP Educational Wraparound (k-8th Grade) RENEW (9th Grade- 12th Grade)