billie jo rodriguez, phd, ncsp webinar presented to the texas behavior support network february 6,...
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BILLIE JO RODRIGUEZ, PHD, NCSPWEBINAR PRESENTED TO
THE TEXAS BEHAVIOR SUPPORT NETWORKFEBRUARY 6 , 2013
SPECIAL THANKS TO:SARAH FALCON, PHD
SHAWN FLETCHER, MSCINDY ANDERSON, PHD
Critical Features of Tier 2 Interventions
Objectives
Discuss who typically succeeds and why, in response to tier 2 support
Review critical features of tier 2 intervention systems use this format to evaluate interventions you are considering
Walk-though a sample evaluation of tier 2 intervention (other than CICO)
Resources Article by Anderson & Borgmeier Tier 2 intervention checklist Tier 2 intervention inventory Tier 2 assessment & action plan
Why do Tier 2 Interventions Work?
What are some reasons why Tier 2 interventions are effective for students?
When (and for whom) are they less likely to be effective?
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
Why Tier 2 Interventions?
It can take 2-4 weeks (at least!) to conduct an intensive, individualized intervention: Complete Functional Behavior Assessment (FBA)Develop a behavior support planTrain everyone in implementation
Students can receive support within 72 hours with a tier 2 group intervention
*Are effective for about 67 - 80% (CICO) of students!
Who would benefit from tier 2 support?
For students “who” Group interventions
Frequently late Homework incompleteRegularly “talk-out”Have few friendsLack of connection to adultsStudents who teachers “can handle” but
who are a challenge
Tier 2 Intervention: What it’s not
Not an intervention for a classroom or a whole school—this is Tier 1
Not an individualized intervention Does not require any intensive assessmentDoes not take longer than 10 min. for any
teacher to implement
Tier 2 Intervention Critical Features
Continuously available- Everyone knows the intervention
Rapid access to intervention Ideally 48-72 hours; sometimes groups rotate on a calendar schedule
Low effort for teachers/staff to implement Generic intervention
Allows students to move back into “green zone” more efficiently Provide schools with efficient system to support multiple students
Efficient access to data collection and initial problem solving
Consistent with school-wide expectations Goal to get back to green!
Continuous monitoring If program is not self-sufficient & requires significant organization by
referring staff… it’s not a tier 2 intervention! & not just the “card” Peer buddies, homework club, mentoring interventions
Why do Tier 2 Interventions Work?
Increase structure/routines for studentIncrease contingent feedback for studentIncrease explicit instruction on relevant
social skills & plan detailsPrograms can be applied in all school
locationsIncrease recognition for appropriate
behaviorLinking school & home support & academic
support, as neededFocus is on self-management, as
intervention is implemented over time
We’re ready for a new tier 2
Typically train schools to start with CICO system CICO easily aligns with critical features CICO easily connects with SWPBIS CICO has built in data collection via point cards CICO is easily modified for fading/intensifying
Unfortunately, there are few evidence-based tier 2 social behavior interventions
Instead, look at your needs across groups of students
Ensure existing or new interventions fit into a systematic framework
Intervention Purpose/Rationale
What behaviors are addressed by this intervention?
What are behaviors are you trying to reduce? Increase?
What functions of behavior will this intervention address?
What’s our capacity?
Intervention
Possible Examples- CICO, social skills groups, homework club,
attendance club, recess round-upConsistency-
Is the intervention consistent with the school-wide system?
Goal is to get back to “green”Efficiency-
Can the intervention be utilized by multiple students without modification/adjustment?
Intervention cont’d
Instruction- Does the intervention include instruction on pro-social
behavior? Components of the intervention? Overview of the intervention Prompts for the 1st week Assent/consent Teaching the intervention (Examples and non-example practice)
Goal setting Determining Incentives etc
Practice- Does the intervention include frequent opportunities to
practice pro-social behavior? Acknowledgement-
Are there opportunities to receive feedback/incentives for engaging in pro-social behavior?
Varied is best (immediate/delayed, range of functions)
Intervention cont’d
Communication- Is there a process to train and communicate regularly
with families, participating staff, as well as all staff How will staff be trained
How do you inform parents/secure consent? How do you train parents to respond to school info that
is shared?Documentation-
Are there written materials that include orientation and procedures for staff, substitutes, families, & volunteers Create a manual that describes all intervention procedures
(how does it work, who is it for, etc) manual needs to provide enough detail that a staff
member could look at it and get a good understanding of the system
Purpose/Rationale
What behaviors are addressed by this intervention?
What are behaviors are you trying to reduce? Increase?
What functions of behavior will this intervention address?
What’s our capacity?
Student Identification & Selection
Who will be successful with this intervention?What are deal breakers?Decision Rules for inclusion
Use these in a majority of casesWhat data sources will you use
Request for assistance- ODRs and/or minors-
Data validity Internalizing behavior decision rules Attendance
What needs to happen for better data consistency?
Successful Students Not Successful StudentsStudents whose behaviors
serve the same function as the intervention
Students whose behaviors are in the “yellow zone”
Students who are displaying mild-moderate levels of problem behavior at a time consistent with intervention target
Students who need extra opportunities to practice a skill
Students whose behavior is in the “red zone” Intense/severe problem
behaviors Safety is an issue
Students whose behavior does not match the intervention function
Students who only have problems in a specific setting that is not matched to the intervention
Tier 2 Intervention Candidates
Logistics
CoordinationStaff involvedSkills neededTime required by implementersWho will monitor progress
Logistics
Coordination Skill set Must have FTE/time allocated for position
What’s the back-up plan Responsibilities include: Maintaining/reviewing data
Planning for fading or intensifying interventions Running team meetings Checking intervention fidelity Training staff/students/families Variety of organizational tasks (e.g., who will make sure that
Johnny has lunch with principal, who will give feedback to Johnny’s teacher on how he is doing)
Progress Monitoring
What data will be collected by whom, and how frequently? what information system is used?
How often will progress monitoring occur who is responsible?
What team will monitor this dataHow will fidelity be assessed—are we doing
what we said we would do?
Fading & Intensifying
Decision rules for intensifying What defines lack of progress toward the goal— Typical decision rules, guidelines from ‘Responding to Problem Behavior’
Process for intensifying the intervention Possible reasons/solutions for not meeting goals Simplest changes first
Decision rules for fading What is the goal & how will we know when its been achieved? Typical decision rules
Process for fading the intervention Gradually remove components of the intervention (goals
change, self-monitoring) Use of “phases”
How many students have been successful?
How many students have been successful?How many students have been referred?Is the program meeting the needs of our
students?
Intervention
Decided on structured recess activities with P.E. Teacher
Rules taught & practiced in P.E.All recess duty staff were trained on
“Systematic Supervision” methods Observe duty staff 3 x per year Schedule created, adult assigned to supervise
Games/activities offered at all recessesEncourage all duty staff to reinforce positive
behavior with Gotcha cards at recess Gotcha card drawing envelopes put up in gym
Intervention
Consistency Teach & reinforce using matrix & school-wide
expectationsEfficiency
The program is instituted the same way for all students
Instruction Students receive instruction on appropriate behavior
during recess activities Recess staff receive instruction in systematic
supervisionPractice
Instruction for student includes lots of practice and staff continue to receive support feedback on their skills too
Intervention cont’d
Acknowledgement Staff focus on delivering gotcha cards for safe behavior Easy to turn in
Communication Parents are contacted and students agree to
participate All staff received overview of the program. Recess staff
receive more intense trainingDocumentation
Parent/substitute letter Overview of the program included in the manual for
next year
Purpose/Rationale
Problem: 08-09 School Year from September to April
66 minors or referrals were written for unsafe playground behavior
Goal: Students at John Wayne Elementary receiving
minors on the playground during recess will decrease by 15% during the 09-10 school year.
Student Identification & Selection
Minors tracked by SWIS“Referrals by Location” report used to
determine area of need in buildingPlayground 3rd highest minor/referral area
3rd and 4th grades especially high
Students with 3+ minors or 2+ majors on the playground
Logistics
Coordination Counselor/other specialist role
Staff involved IAs, some teachers, principal, specialist
Skills needed Systematic supervision
Time required by implementers Training time, otherwise built-into job description
Who will monitor progress? IPBS screening team Monitors progress of all tier 2 (& 3 interventions)
Progress Monitoring
What data will be collected? Minors/Majors from the playground What information system is used? - SWIS
How often will progress monitoring occur? Who is responsible? –coordinator will review weekly
What team will monitor this data? IPBS
How will fidelity be assessed—are we doing what we said we would do? 3x a year observation during recess minimum Provide support/feedback regularly – invite to IPBS
meeting
Fading & Intensifying
Decision rules for intensifying Lack of progress toward the goal—
2 minors/majors in a 2 week period
Process for intensifying the intervention Possible reasons/solutions for not meeting goals Simplest changes first
Decision rules for fading What is the goal & how will we know when its been
achieved? 4 weeks without minor/major
Process for fading the intervention Gradually remove components of the intervention (goals
change, self-monitoring)
Results
Minors/Majors for unsafe behavior on the playground
08-09: 66 minors/majors 09-10: 33 minors/majors
This is a 50% reduction!
Challenges
Coordinating trainingRemembering to make calendar Muddy fieldFinding time to evaluate staff on Systematic
Supervision techniques
BIG IDEAS
Just as Tier 1 is more than expectations, tickets, and prizes, Tier 2 should incorporate SYSTEMS features
Implementing Tier 2 interventions systems may highlight areas of weakness in Tier 1 Validity of data for decision making Ensuring expectations are clear Keeping tier 1 exciting
Establishing efficient systems for Tier 2 to meet the needs of multiple students
Ensure system is well documented prior to implementation and supports are in place
Evaluate success of intervention Implementation Outcomes