Positive Behavioral Positive Behavioral Interventions & SupportsInterventions & Supports

General Overview of PBIS Intensive Tier Processes

Module “Overview” 2004 -

Revised July 2010

Why Are We Here?Why Are We Here?

School Wide Positive Behavioral Interventions & Supports (SW-PBIS)

Problem Solving Model (PSM) Implementation Grades K-8

Safe Schools PBIS Intensive Tier Processes

Functional Behavioral Assessment (FBA), Behavioral Intervention (BIP),

Manifestation Determination (MD) & Short-Term Suspension Analysis (ST-SA) Processes

Data Collection

MD

Data Collection

FBA

SW – SW – PBISPBIS

BIP

ST-SA

PSM

Safe Schools

New Hanover CountyNew Hanover County PBIS Training PBIS Training ModulesModules

Other PBIS

Processes – Module 5

Data Collection-Module 2

FBA-

Module 3

PBISPBIS Overview Of Overview Of Proactive Proactive Strategies-Strategies-Module 1Module 1

BIP –

Module 4

To access training modules go to http://www.nhcs.net/sped/

What isWhat is ““Positive Behavioral Positive Behavioral Interventions and Interventions and Supports”?Supports”?PBIS focuses on PROACTIVE support

strategies that reduce the likelihood of problem behavior and allows individual students to be as independent and successful as possible in the school setting. It encompasses a range of strategies from systemic to individual supports.

Major Rationales for Use of Major Rationales for Use of Positive Behavioral Interventions Positive Behavioral Interventions & Supports Strategies& Supports Strategies

• Schools will continue to see more kids who engage in problem behaviors.• The strategy of exclusion typically has been ineffective and will become increasingly more problematic to use• Schools need to increase the use of special education practices in general education to assist in proactively addressing problem behaviors• Schools will be implementing “Problem Solving Model” (PSM) processes

Is this your idea ofIs this your idea of “ “Positive Behavioral Positive Behavioral Interventions & Supports?Interventions & Supports?

“John, you skipped school the last 2 days. Our school policy for skipping is to suspend you for a day.”

“Mary, if you are not going to do your work then we will just have to take your book.”

“Bob, if it is attention you want let’s just go see the principal.”

Positive Behavioral Positive Behavioral Interventions & SupportInterventions & Support

ss

==

Proactive Approach

+ PositiveApproach

Research Based Research Based Strategies. . .Strategies. . .Changing aspects of the

environment that trigger or follow challenging behavior

Teaching the student more acceptable replacement behaviors

Monitoring the effectiveness of modifications and instruction

PBIS ContinuumPBIS Continuum

80% of Students

15%

5%Universal

Interventions – proactive strategies

supporting all students

Intensive Interventions -

individualized strategies

supporting students with high risk

behaviorsTargeted Interventions –

specialized strategies

supporting students with

at risk behaviors

Positive Behavioral Interventions & Supports

Universal

School-wide PBIS

- System wide procedures- School wide systems- Classroom systems- Non classroom systems

- Proactive

management ideas- Informal/formal data collection and evaluation

Targeted

PSM Team / IAP / IEP

-PSM Interventions-IAP or IEP-Functional Behavior Assessment-Behavior Intervention Plan-Data collection, assessment, observation

Mental Health in the Schools

Intensive

PSM Team / IAP / IEP

-Formal evaluation

-Functional Behavior Assessment -Behavior Intervention Plan-Manifestation Determination-Short-Term Suspension

Analysis Worksheet

Problem Solving Problem Solving ContinuumContinuum

School-wide systems to support student achievement.

Levels

of

Inte

rventi

on

INTENSIVEINTENSIVE 1 – 7 %

STRATEGICSTRATEGIC 5 - 15 %

CORECORE 80 - 90 %

Adapted from Sugai and Horner

PBIS PBIS Intensive Intensive Tier Support Tier Support StrategiesStrategies

Functional Behavioral Assessment (FBA)Functional Behavioral Assessment (FBA)

Behavioral Intervention Plan (BIP)Behavioral Intervention Plan (BIP)

Short-Term Suspension AnalysisShort-Term Suspension Analysis

Manifestation Determination (MD)Manifestation Determination (MD)

45 Day Interim Alternative Educational Setting 45 Day Interim Alternative Educational Setting

(IAES)(IAES)

Building Blocks of the Building Blocks of the FBA Process FBA Process

Collect DataCollect Data

Analyze DataAnalyze Data

• AntecedentAntecedent• BehaviorBehavior

• ConsequenceConsequence

Identify Function Identify Function of of Target BehaviorTarget Behavior

• Target Target BehaviorBehavior

Develop Develop HypothesisHypothesis

Why do you need to collect Why do you need to collect data?data?

• to collect information regarding a student or students’ performance

• to report progress to parents

• to monitor a behavior or the response to an intervention directed towards the behavior

• to determine eligibility for accommodations or educational services

• to implement best teaching practices

• to address the I.D.E.A. “Special Factors” requirement for a student with an IEP

Organize and SummarizeOrganize and Summarize

• Collect information across time and settings• Utilize multiple observers, if possible

• Record behaviors that can be seen and measured

• Utilize data collection tools

Be Specific Be Concise

Be DescriptiveJust the facts!

Analyze your DataAnalyze your Data

• Determine patterns of behavior

• Calculate frequency/intensity/duration information

• Determine behavioral triggers

ANTECEDENANTECEDENTT

BEHAVIOBEHAVIORR

CONSEQUENCCONSEQUENCEE

The Behavior Cycle

What is aWhat is a ““Functional Behavioral Functional Behavioral Assessment”?Assessment”?A A method of identifying method of identifying the the socialsocial,, affectiveaffective,, and and environmentalenvironmental factorsfactors that reliably that reliably predictpredict and and maintainmaintain behaviors thatbehaviors that interfere with learning.interfere with learning.

Its purpose is to Its purpose is to determine a determine a targettarget

behavior that will be behavior that will be the focus of the focus of

intervention on a intervention on a Behavioral Behavioral

Intervention Plan.Intervention Plan.

A Target Behavior is . . .

• a specific behavior that needs to be replaced OR

• a cluster or combination of behaviors that are related to one another and are a part of the target behavior

Analyze Analyze DataData

Blurting out

AggressionTalking OutQuick

to

anger

Invading the space of others

“Impulsivity”

Some Cluster Behaviors of

Analyze Analyze DataData

HypothesisHypothesis Format Format

DevelopDevelopHypothesiHypothesi

ss

When student is SETTING

and

ANTECEDENT / CONTEXT

he typically responds by

BEHAVIOR

to gain FUNCTION

in Math class

teacher asks class to do independent work

not attempting work/ using

disrespectful language/aggressive actions

escape from doing work

What is aWhat is a ““Behavioral Intervention Behavioral Intervention Plan”?Plan”?

A A planplan generated by agenerated by a

team based on the information team based on the information gathered from a FBA.gathered from a FBA.

This tool is a “This tool is a “lesson plan” lesson plan” for for teaching teaching

replacement behaviors. replacement behaviors.

A Behavioral A Behavioral Intervention Plan Intervention Plan includes . . . includes . . .

Identification

of a

desired /

replacement

behavior

1.

3.Proactive

responses to

desired

behavior

2.

Acceptable

approximations

of the desired

behavior

A Behavioral A Behavioral Intervention Plan Intervention Plan also includes . . . also includes . . .

Reactive

responses to

inappropriate

behavior

4.

6. & 7.

A skill building

process and

evaluation

schedule

5.

Roles and

responsibilities

of the student

and the adults

Reactive FocusReactive Focus Crisis Plan

Proactive Proactive FocusFocusTeaching Plan

2 Part Focus of a BIP2 Part Focus of a BIP

Replacement /Desired Behavior

Documentation

Rewards

Consequences

BIPBIPInstructional Instructional ConsiderationsConsiderations

“I want Joe to follow

directions in class.”

How?

Who?

When? Rewards

?

Consequences?

Documentation?

Keys for EffectiveKeys for Effective

Rewards and ConsequencesRewards and Consequences• Get information regarding the student’s interests and motivators

• Get student’s “buy in” regarding rewards system – give at least 5 reward choices

• Make sure your consequence doesn’t really reward the student

• Utilize a variety of consequences that offer a more positive outcome such as restitution

Don’t Get Caught Don’t Get Caught

“ “Failing” to . . .Failing” to . . .

- Schedule a date to review and Schedule a date to review and revise the plan revise the plan

- Agree on the number of weeks to Agree on the number of weeks to implement the plan implement the plan

-Evaluate the plan’s Evaluate the plan’s effectivenesseffectiveness after collecting dataafter collecting data

-Explain all aspects of BIP to student Explain all aspects of BIP to student andand team membersteam members- Document BIP as an accommodation - Document BIP as an accommodation

inin IEPIEP

Related PBIS ProcessesRelated PBIS Processes

For Students with an Individualized For Students with an Individualized Accommodation Plan (IAP) – also Accommodation Plan (IAP) – also

known as a 504 known as a 504 & &

Students with an Individualized Students with an Individualized Education Plan (IEP)Education Plan (IEP)

•Manifestation DeterminationManifestation Determination

Only For Students with an Only For Students with an IEPIEP

• Interim alternative educational Interim alternative educational settingsetting

• Short-Term Suspension Short-Term Suspension Analysis Analysis

•Review of suspension history Review of suspension history for current school yearfor current school year

What is aWhat is a Manifestation Manifestation Determination (MD) ? Determination (MD) ?

IEP/IEP/IAPIAP

An IEP / IAP team decision as to whether a particular behavior exhibited by the student that is subject to disciplinary action

is or is not a a manifestation of the student’s disability.(NHCS Manifestation Determination Worksheet)

WHEN MUST A TEAM MAKE A WHEN MUST A TEAM MAKE A MD?MD?

When…When…

A determination of “change” has been made related to cumulative

suspensions via Short-Term Suspension Analysis Worksheet

OR

A recommendation for long term suspension has been made

WHAT TYPES OF WHAT TYPES OF INFORMATION MUST BE INFORMATION MUST BE CONSIDERED BY THE TEAM?CONSIDERED BY THE TEAM?

• Relevant information in student’s educational record•IEP / IAP• Teacher observations

• Relevant information provided by parents

•Previous diagnosis

•Behavioral concerns WHO MAKES THE MD?WHO MAKES THE MD?

IEP or IAP team

What is the PurposeWhat is the Purpose of a MD? of a MD?

Meeting is conducted in order to determine if the student can be removed for his/her disciplinary infraction based on the two-prong test for manifestation.

IEP/IEP/IAPIAP

Is there a timeframe for making the MD decision?Is there a timeframe for making the MD decision?Yes, The meeting must be conducted within 10 school days of any decision to change the student’s placement

What is the Manifestation What is the Manifestation Determination Two Prong Determination Two Prong Test?Test?

If the team answers “yes” to either of the (two-prong) questions below then the behavior IS a manifestation.

Was the conduct in question caused by the student's disability?

Did the conduct in question have a direct and substantial relationship to the student's disability?

IEP/IEP/IAPIAP

What isWhat isShort-Term Short-Term Suspension Suspension AnalysisAnalysis? ? Team decision (not an IEP /IAP meeting) as to whether the

removal of a student with a disability from their current educational placement constitutes a change in

services (NHCS Short-Term Suspension Analysis Worksheet)

WHEN?WHEN?

The student has reached the 10th day of

suspension in a school year, and each

subsequent suspension

CONSIDERATIONS?CONSIDERATIONS?

• Length of each removal• Total of removal time• Proximity of removals to one another• Block scheduling

WHO?WHO?• Administrator• Regular Ed Teacher • Special Ed Teacher /

504 Coordinator

IEIEPP

What Steps Should Be What Steps Should Be Taken After a Short-Term Taken After a Short-Term Suspension Analysis ?Suspension Analysis ?

Team Determination of : Team Determination of : NO CHANGENO CHANGE A functional behavior assessment (FBA) must be completed / reviewed ABehavioral Intervention Plan (BIP) must be designed / reviewedIEP services provided during periods of suspension

Team Determination of: Team Determination of: CHANGECHANGEManifestation Determination A functional behavior assessment (FBA) must be completed / reviewed ABehavioral Intervention Plan (BIP) must be designed / reviewedIEP services provided during periods of suspension

IEIEPP

What is aWhat is a 45 Day Interim 45 Day Interim Alternative Educational Alternative Educational Setting (IAES) ? Setting (IAES) ?

A setting where a student would continue to progress in the general curriculum, receive services/modifications identified in IEP and services/modifications designed to address behavior in BIP for not more than 45 days.

NOTE: The student may be placed in the IAES setting without regard to whether the behavior is determined to be a manifestation of the student’s disability for certain infractions of the code of conduct that meet the “Special Circumstances” definition.

What are the “Special What are the “Special Circumstances” in Circumstances” in Which IAES Can Be Which IAES Can Be Used?Used?

WHAT ARE THE “SPECIAL CIRCUMSTANCES” FOR IAES? WHAT ARE THE “SPECIAL CIRCUMSTANCES” FOR IAES? WeaponsWeapons

– Dangerous Weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury. The term does not include a pocket knife with a blade of less than 2 ½ inches in length.

DrugsDrugs– Controlled Substances as defined by the Controlled Substances Act)

Serious Bodily InjurySerious Bodily Injury– Serious Bodily Injury (USC 13659(g))

A substantial risk of death; Extreme physical pain; Protracted and obvious disfigurement; or Protracted loss or impairment of the function of a bodily member, organ, or mental

faculty.

IEIEPP

What Next Steps Must Be What Next Steps Must Be Taken When It Is Taken When It Is Determined That a 45 Day Determined That a 45 Day IAES Will Be Made?IAES Will Be Made?

1.1. IEP team must convene to complete a Manifestation IEP team must convene to complete a Manifestation Determination (MD) within 10 school days NC 1504-2.1(b)(2)(d)Determination (MD) within 10 school days NC 1504-2.1(b)(2)(d)(1) (1)

2.2. On the day school personnel decide to remove the studentOn the day school personnel decide to remove the student, they , they must notify the parent and invite them to a MD meeting, must notify the parent and invite them to a MD meeting, enclosing the enclosing the Handbook on Parents’ Rights Handbook on Parents’ Rights NC 1504-2.1(b)(2)(d)NC 1504-2.1(b)(2)(d)(1) (1)

3.3. The Manifestation Determination must be conducted. Regardless The Manifestation Determination must be conducted. Regardless of the decision of manifestation determination, the student can of the decision of manifestation determination, the student can continue be served in the IAES for up to 45 school days. continue be served in the IAES for up to 45 school days.

4.4. IEP services must be provided upon removal. The IEP team IEP services must be provided upon removal. The IEP team determines these services NC 1504-2.1(b)(2)(d)(1) determines these services NC 1504-2.1(b)(2)(d)(1)

5.5. IEP team must develop a FBA & BIP to address the behavior or if IEP team must develop a FBA & BIP to address the behavior or if one has already been developed, it must be reviewed and one has already been developed, it must be reviewed and modified, as necessary NC 1504-2.1(b)(2)(d)(1) Note that the BIP modified, as necessary NC 1504-2.1(b)(2)(d)(1) Note that the BIP is documented as a modification on the IEP is documented as a modification on the IEP

IEIEPP

ResourcesResources• NHCS Positive Behavioral Interventions and

Supports Training Modules• NHCS Special Education & Related Services

Manual• Policies Governing Services for Children with

Disabilities – North Carolina Department of Public Instruction: Exceptional Children Division

Web Resources-www.pbis.org-http://cecp.air.org-www.udel.edu-http://darkwing.uoregon.edu/~ttobin/ (Click on Case Study)