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

Adapted from Sugai, 2009

Adapted from Sugai, 2009

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