Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral
Interventions
Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral
Interventions
Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.
AgendaAgenda
Foundations of IPBS
Key Role of Administrator in IPBS
Key Differences between the IPBS and SST approach
Targeted Interventions (CICO; ABC)
Results from Years One and Two in IPBS Schools
Q & A
Foundations of IPBS
Key Role of Administrator in IPBS
Key Differences between the IPBS and SST approach
Targeted Interventions (CICO; ABC)
Results from Years One and Two in IPBS Schools
Q & A
IPBS: The Big IdeasIPBS: The Big Ideas
Do the easy stuff first (efficiency is a major goal)
Processes are as important as practices
Teaming is critical Administrative support is
critical
Do the easy stuff first (efficiency is a major goal)
Processes are as important as practices
Teaming is critical Administrative support is
critical
Key Features of IPBSKey Features of IPBS
Systematic Screening (ODR Data; Requests for Assistance; OAKS Data; Attendance)
Rapid Access to Intervention Use of Evidence Based Practices Use of Data to Continuously
Monitor Outcomes
Systematic Screening (ODR Data; Requests for Assistance; OAKS Data; Attendance)
Rapid Access to Intervention Use of Evidence Based Practices Use of Data to Continuously
Monitor Outcomes
SST v. IPBSSST v. IPBS
Test/Label/Place v. Evaluate/Problem Solve Intervene
Focus on Special Education v. services for all students (including SPED students)
Primary focus on behavior problems, but often academic intervention is the appropriate course of action
Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
Test/Label/Place v. Evaluate/Problem Solve Intervene
Focus on Special Education v. services for all students (including SPED students)
Primary focus on behavior problems, but often academic intervention is the appropriate course of action
Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of IPBS
Not limited to anyparticular group of
students…it’sfor all students
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…its based onlong history of
behavioral practices &effective instructionaldesign & strategies
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
IPBS Within 4J and Bethel
IPBS Within 4J and Bethel
How students are referred and tracked
Logistics of team meetings and function
Support from administration Training plan Evaluation of IPBS
How students are referred and tracked
Logistics of team meetings and function
Support from administration Training plan Evaluation of IPBS
Teams in Your SchoolTeams in Your School
IPBS team Roles
Tracking Monitoring
Process for team meetings
Student-centered team Behavior specialist (at least two people) Responsibilities of team Process for team meeting
IPBS team Roles
Tracking Monitoring
Process for team meetings
Student-centered team Behavior specialist (at least two people) Responsibilities of team Process for team meeting
Administrative SupportAdministrative Support
Attend meetings Visible support for decision-
making process of teams Resources allocated for training,
meeting times
Attend meetings Visible support for decision-
making process of teams Resources allocated for training,
meeting times
District SupportDistrict Support
Attend meetings Training provided on regular basis Coaching on an ongoing basis Technical Assistance Link to District Leadership if
additional resources are needed
Attend meetings Training provided on regular basis Coaching on an ongoing basis Technical Assistance Link to District Leadership if
additional resources are needed
PracticesPractices
Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills; Anger Management; or
Friendship Groups “ABC” Intervention (Transformers; Academic
Seminar) Tertiary Prevention
Functional Behavior Assessment and Individualized Behavior Support Planning
Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills; Anger Management; or
Friendship Groups “ABC” Intervention (Transformers; Academic
Seminar) Tertiary Prevention
Functional Behavior Assessment and Individualized Behavior Support Planning
Why Do People Behave?
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
Maintaining ConsequencesMaintaining
Consequences By far, the most common functions of problem behavior
in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
Effective Student Centered TeamsEffective Student Centered Teams
Knowledge about the individual student
His/her behavior, interests, strengths, challenges, future
Knowledge about the context Instructional goals, curriculum, social
contingencies, schedule, physical setting.
Knowledge about behavioral technology
Elements of behaviorPrinciples of behavior Intervention strategies
Knowledge about the individual student
His/her behavior, interests, strengths, challenges, future
Knowledge about the context Instructional goals, curriculum, social
contingencies, schedule, physical setting.
Knowledge about behavioral technology
Elements of behaviorPrinciples of behavior Intervention strategies
Leah
Common Reasons for Failure of
Interventions Common Reasons for Failure of
Interventions Interventions are not implemented with sufficient
fidelity
There is insufficient follow through to determine if the intervention implemented is appropriately matched to the function of the problem behavior
Poor Contextual Fit
Interventions are not implemented with sufficient fidelity
There is insufficient follow through to determine if the intervention implemented is appropriately matched to the function of the problem behavior
Poor Contextual Fit
DataData
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion
Data Fidelity of Implementation Data Consumer Satisfaction Data
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion
Data Fidelity of Implementation Data Consumer Satisfaction Data
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Data Example -- One Elementary School
IPBS in 4J - District Totals (4 schools) 2006-2009 (thru 3/17 of each year)
0
20
40
60
80
100
120
140
160
Baseline Year 1 Year 2
# o
f S
's w
/ X
or
more
Refe
rrals
3+ Referrals
4+ Referrals
5+ Referrals
6+ Referrals
IPBS in 4J - District Totals (7 schools) 2007-2009 (thru 3/17 of each year)
0
20
40
60
80
100
120
140
160
180
200
Baseline Year 1
# o
f S
tud
en
ts w
ith
X o
r m
ore
Refe
rrals
3+ Referrals
4+ Referrals
5+ Referrals
6+ Referrals