advanced pbis: tier and interventions 2-3ho pbis.pdfadvanced pbis:! tier 2 and 3 interventions! 3!...

Advanced PBIS: Tier 2 and 3 Interventions

©Terrance M. Scott, 2011 1

©Scott, 2007

Tertiary Prevention: specialized & individualized strategies for students with

continued failure

Secondary Prevention: supplementary strategies

for students who do not respond to primary

Primary Prevention: school-wide or class-wide

systems for all students and staff

~80% of Students

~15%

~5%

PBS/RtI: 3-Tiered

Prevention Model

©Scott, 2007

©Scott, 2007

Characteristics of Effective Classrooms

Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related to the outcome measures that are being used

©Scott, 2007

Effective Classrooms have Teachers that . . .!

  Clearly specify goals and objectives!  Explain, model, demonstrate all rules and

concepts   Use questioning to engage students   Provide prompts and reminders throughout

lesson   Provide high levels of appropriate feedback

 specific praise  corrective feedback  low rates of criticism

©Scott, 2007

https://louisville.edu/education/srp/abri/training.html

©Scott, 2007

Schedule

  Arrival Times   Consistent Times   Sequencing and Length of Activities   Planned Clean-up/Transitioning Routine   Productive Learning Times Early   Explaining Changes   Advance Organizers



©Scott, 2007

Advance Organizers 9:00 - 9:30 spelling! ! -page 23�9:30 - 9:40 restroom break �9:40 - 10:30 math !! -workbook p. 19�10:30 - 11:15 music !! -walk quietly�11:15 - 11:25 wash hands�11:25 walk to lunch�11:30 - 12:30 lunch and recess�

•  Public display •  Consistency

•  Prompts ©Scott, 2007

Physical Arrangement   Seating

 Teacher’s desk  Students’ desks

  Sight lines  Teacher positions

  Traffic Flow  Associated activities (e.g., pencil

sharpening, getting water, using the bathroom, beginning and end of day)

©Scott, 2007

Proximity Consideration of the teacher’s placement in the room in

relation to the students.

  Movement  Continue moving around room and maintain

frequent close proximity to all students   Approach

 Hovering near to a particular student or area

©Scott, 2007

Modeling   Show and tell students what it is that is expected

under specific circumstances. Do not assume that they know and can.

Opportunities to Respond (OTR)   Asking questions

- Group (choral) or individual responses (evidence says mixed)   Requests for student behavior Prompts and Cues - Verbal and Gestural - Precorrection

Effective Instructional Strategies

http://louisville.edu/education/srp/abri/training.html

©Scott, 2007

Teaching Respect ��Respecting Others

WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling

HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing

WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone’s face, rolling eyes, mad face, shaking �� head, fists

©Scott, 2007

Check-In Check-Out



©Scott, 2007

What each student experiences at start of their school day:

• greeted (positive, personal, glad to see you)

•  scanned (ready to go to class?)

•  readiness check (books, pencils, etc?)

•  gets form (prompt for positive interaction)

©Scott, 2007

Daily Progress Report Date ________ Student _______________Teacher___________________

0 = No 1= Good 2= Excellent

Be Safe Be Respectful Be Your Personal Best Teacher initials Keep hands,

feet, and objects to

self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

©Scott, 2007

School 1 Parent & Teacher Rating of BEP Acceptability 2004-05 (Median Score)

0

1

2

3

4

5

6

Behavior atSchool

ImprovesAcademic

Performance

Easy toParticipate

Worth Time &Effort

WouldRecommend to

Others

Student

ParentTeacher

©Scott, 2007

Effective Social Skills Instruction

©Scott, 2007

Social Skills Process

1.  Explain what and why 2.  Model with verbal prompts 3.  Engage with students 4.  Allow students to practice simply 5.  Set up role plays and coach 6.  Use novel scenarios for practice 7.  Facilitate generalization

©Scott, 2007

F B

A   Involves gathering information ��

from all those who know student   Predict when/where behavior�� problems will occur   Determine why problems occur   The purpose is to get the �� information necessary to create �� a successful plan

Assessing predictable relationships between the environment and behavior



©Scott, 2007

FBA in Schools:��What We Know

  Function matters   We can identify function of behavior in public

school settings   Antecedent and Consequence-based interventions

work when considered in light of function   There are people in the school system that can do

FBA   Other . . .

 Teaming, indirect, parent involvement, experts, etc.

©Scott, 2007

Simplified FBA Simplify Vernacular   In special education we o7en use acronyms or terminology that are

difficult for others to understand.   Just using the term “function” may be less effective than saying “how behavior meets a student’s needs” or “how behavior helps the student communicate” or “why they’d want to do it” or “purpose” or “what’s in it for them?”

Simplify Rationale   Simplified rationale

  If we can predict it then we can prevent it – and that will save time and effort

  The FBA is just the information we need in order to build an effective intervention plan

Simplify Procedures   What’s the least amount we could do to make this student be

successful?   Prompting, Graphics, Coaching, Support

©Scott, 2007

ERASE�problem behavior

Explain - What is the problem?�

Reason - What is he/she getting out of it or avoiding?�

Appropriate - What do you want him/her to do instead?�

Support - How can you help this happen more often?

Evaluate - How will you know if it works?

©Scott, 2007

Functional Behavior Pathways

Setting Condition

Problem Behavior

Antecedent Trigger

Access or Avoid = reinforce

Replacement Behavior

©Scott, 2007

Assessment & Intervention Record

Referral Information ©Scott, 2007

QUESTION 1

WHAT IS THE PROBLEM?



©Scott, 2007


Reason for referral

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Setting Condition

Problem Behavior

Antecedent Trigger



ERIC

©Scott, 2007

QUESTION 2

WHAT IS HE/SHE GETTING OUT OF IT?

©Scott, 2007

Assessment & Intervention Record Place information from reports and observations in the columns belowWhat happens immediately before and after the problem behavior?

Problem Antecedents Problem Behavior Problem ConsequencesTeacher working with

student

Teacher moving aboutclassroom

Teacher working atboard

Independent readingtime in the library

Humming

Yawning, hitting pencilagainst paper

Pounding on desk

Yells across the library

Teacher attends to Ericand then answers

question

Teacher attends to Ericand helps him with task

Teacher attends to Ericand then grants request

Library teacher attendsto Eric and answers

question

What happens immediately before and after instances of positive behavior?Positive Antecedents Positive Behaviors Positive ConsequencesClass discussion with

directions to raise hand

Cooperative group workin library

Raises hand beforespeaking

Uses appropriate tone ofvoice and refrains from

noise making

Teacher and studentattention and response

Student attention andwork completion

©Scott, 2007


Create a Testable Explanation

When are you likely to see the problem behavior and what are the likely consequences?General Antecedents Problem Behaviors General Consequences

Independent work time& no direct teacher

attention

Disruptive noises Teacher attention(answering questions,

granting requests, etc.)

FUNCTION

Function of BehaviorDoes the problem behavior allow the student to access and/or avoid attention, tasks, items, orsensory stimulation? (Ex: When in math class, Bart engages in disruptive behavior to gainteacher attention)During independent work times in the classroom and when the teacher is notattending directly to Eric, he engages in noise making to access the teacher’sattention to meet his requests.

©Scott, 2007

Developing Simple Individualized Intervention

Plans



©Scott, 2007

BIP

  Create environments that �� predict success   Teach replacement behaviors   Facilitate success   Provide functional consequences �� for positive & negative behaviors   Monitor effectiveness of plan

Developing a plan for creating an instructional environment that predicts positive behavior in place of problems

©Scott, 2007


Setting Condition

Problem Behavior

Antecedent Trigger



Curriculum

Expectations

Time

Routines

Examples

Engagement

Prompts

Physical Arrangement

Functional Consequence

Functional Consequence

©Scott, 2007

QUESTION 3

HOW CAN WE TEACH HIM/HER A BETTER WAY TO GET THE SAME THING?

©Scott, 2007


Develop a Replacement Behavior

©Scott, 2007


Design Instruction ©Scott, 2007

QUESTION 4

WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE

SUCCESSFUL?



©Scott, 2007


Facilitate Success ©Scott, 2007

Functional Consequences

  All positive consequences must either  Meet the same function as the problem OR  Provide a consequence that is larger and more

reinforcing than the function of problem behavior

  All negative consequences must  Deny the same function as the problem OR  Provide an aversive that is more powerful than the

function that the student receives

©Scott, 2007

  Use the least amount necessary   Approximate and/or pair with natural

reinforcers   Make part of ��

routine and ��systems

  Pre-plan and ��teach ��consequences

Effective Reinforcement

Eric: hand raising

©Scott, 2007

Continuum of Reinforcement

  Natural success   Nod, wink, etc.   “thanks”   Public acknowledgement   Token acknowledgement   Privileges   Tangibles

 Small to large

©Scott, 2007

  Use the least amount necessary   Pre-plan and teach   Use only with ��

reinforcement for ��replacement ��behavior

  Should defeat ��function of ��problem behavior

Effective Punishment

©Scott, 2007

Continuum of Negative Consequences

  Correction   Ignoring (extinction)   Response cost (ability to gain and lose)   Time out from reinforcement   Overcorrection

 Positive practice  Restitution

  Remove Privileges   Corporal Punishment

 Small to large



©Scott, 2007

Summary

The BIP includes:   Antecedents

 Expectations, time, environment, routines

  Instruction  Curriculum, prompts, engagement, modeling

  Consequences  Functional consequences for positive and negative

behavior

©Scott, 2007

QUESTION 5

HOW WILL I KNOW IF IT WORKS?

©Scott, 2007

  What do we want to know? What’s the �� simplest form of data that will answer �� our question?

  What’s the simplest way for us to �� consistently collect that data?

  Who, when, how?   How should we summarize data and ��

communicate about the success of our�� strategy?

Monitoring

©Scott, 2007


Develop Measurement Plan

©Scott, 2007


Write an Objective ©Scott, 2007

Doctoral Program In Behavior Disorders

Terry Scott Professor and Distinguished University Scholar College of Education and Human Development

University of Louisville Louisville, KY 40292

[email protected] (502) 852-0576

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