strengthening pbis in your school: tier ii interventions

PowerPoint Presentation

Strengthening PBIS in Your School: Tier II Interventions

MiBLSi/Ingham ISD Focus Day Training

1AcknowledgementsSoraya CoccimiglioMelissa Nantais

The material for this training day was developed with the efforts ofContent was based on the work ofMickey GarrisonRob HornerAnita Archer

George Sugai Randy SprickRobert Marzano

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Matt PhillipsCoordinator, Positive Behavior Interventions & Supports (PBIS) Implementation Ingham ISD

Speech-Language PathologistHeartwoodSparrowIndianaPrivate PracticeMSU - CSD

Erin RappuhnMTSS/School Psychology Intern for Ingham ISDMA, Doctoral Student in MSU School Psychology ProgramBackground in Psychology and Elementary/Special EducationTeaching, Clinical Work, Consultation

To make this day the best possible, we need your assistance and participationBe Responsible Attend to the Come back together signal Active participationPlease ask questionsBe Respectful Please allow others to listenPlease turn off cell phones and pagersPlease limit sidebar conversationsShare air timePlease refrain from email and Internet browsingBe SafeTake care of your own needsSetting Group Expectations6Less than 30 seconds

Please do not skip over these expectations. They are important for setting up the day.

Introduce a signal (e.g., hand raise and May I have your attention please.) and indicate that when they see it, people should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention.

Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from email. This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally present throughout the day.

Goals for the DayParticipants willUnderstand the systematic framework for Multi-Tiered System of Behavioral Supports for ALL studentsUnderstand how classroom management and specific Early Stage Interventions provide the necessary foundation for additional behavioral interventionsDevelop an understanding of behavioral assessment and the function it serves

7Goals for the DayParticipants willDevelop a working knowledge of multiple targeted behavioral interventions for individual studentsDevelop an understanding of the use of data in selecting, monitoring, and revising behavioral interventions.8Todays AgendaThe MTSS Model for PBISThe Organizational Framework for Tier II Behavioral InterventionsPrevention via Core Classroom Supports and Early Stage InterventionsPractical Functional Behavioral AssessmentHighly Structured Tier II InterventionsOther Resources

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Hey there, partner!For responses that are longer, you will be asked to share thoughts and ideas with a partner throughout the session today. Decide which person sitting next to you will be your partner today.Give participants a minute to select partners. Be sure to identify who will be partner 1 and who will be partner 2.10Red/Yellow/Green SheetAs a result of todays session, I plan to

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The MTSS Model for PBISTransition To Tier 2 Implementation Supports

Sustaining Tier 1

Keep It Going!Question:How can you move forward with Tier 2 supports while maintaining confidence that Tier 1 will be maintained or improved?

Answer:By focusing on the Big Idea Basics!Tier 1 Big Idea BasicsFor continued accuracy, fluency, and durability!Big Idea BasicsFoundations of PBISImplementation FrameworkEffective PracticeAccount for Context and Culture

1) 16Big Idea #1: FoundationsPrevention-Focused

Driven by Outcomes and Data

Labeling, Language, and ContextPrevention Logic for All(Biglan, 1995; Mayer, 1995; Walker et al., 1996)Decrease development of new problem behaviors

Prevent worsening & reduce intensity of existing problem behaviors

Eliminate triggers & maintainers of problem behaviorsTeach, monitor, & acknowledge pro-social behaviorRedesign of teaching environments not students!Driven by Outcomes and DataA plan for intervention or implementing a change to our system without data is just a toss of the dice!

But collecting data that doesnt help to inform our work can be a waste!

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMaking

From PBIS.org Our data collection should help to inform our systems, practices, AND help to support Staff, students, academic/social performance, and decision making!20Can you remember recent programs, curricula, initiatives, etc. that have been implemented without data?Were they off the mark? Or were they effective?Are you collecting data that isnt being used?Could it be used for something useful? Or not?

ActivityLabeling, Language, and ContextLanguage reflects and influences our thinking and our practices.

Paying attention to our language can help to change the way we think and the way we work for the benefit of our students!

An easy-to-overlook part of sustaining/maintaining/improving Tier 1 practices (and really practice in general). Spoken language can either reflect our thoughts or it can change the way we think about what we do. And the way we think can have an obvious impact on how we practice. A little effort up front to encourage helpful/useful language can go a long way to maintaining good practice.22Classic Examples To Be AvoidedLets discuss our Tier 2 Kids

If this (plan) doesnt work, she may become a Tier 3 Kid

There are some red flags here, he may need to be in Tier 2

An Underlying Belief Must be Established:Faculty and staff must believe that any change in student behavior starts with the adults in the school changing their approach to behavior management.

(Sprick, 2009; p. 427)

Trainer Talk:There is an underlying believe that must be established within the building for successful implementation of evidence-based classroom management. That is the belief that any change in student behavior starts with the adults in the building changing their approach to behavior management. The building leadership team must hold this underlying belief and work towards communicating it to the staff and supporting the staff in moving towards this belief. For some people, this belief will come without any hesitation. However, for some staff, the idea that changing the adults approach to behavior management is not where their belief is, for some, the belief might be that the change must start with child. For some staff, this belief may fall into that category of a second order change, something that does not currently align with their beliefs and for these staff, the supports needed will be more directed. Recall, we will see changes in behavior before we see changes in the underlying belief. If you have staff who do not currently hold this belief, the role of the leadership team will be to structure supports to allow staff to demonstrate behaviors (through their actions) that align with this belief, experience success and ultimate change their beliefs. It is not easy work, but the pay off for students is tremendous!24Identify common phrases or terms that are used in your buildings effortsWhat message(s) does this language convey? Is it helpful or potentially harmful/misleading?How might you adjust (or further encourage) this language as needed?

Activity25If desired, groups may also share examples with one another.Big Idea #2 Implementation Framework Blueprint for success!MTSS/RTIAppropriate PacingAgreementsTeamData-based Action PlanImplementationEvaluationGENERAL IMPLEMENTATION PROCESS: Getting Started

27I would tell the participants that this is a slide from early in the process of getting started. But use this as an opportunity to emphasize that the blueprint or flowchart for success is really about keeping the cycle of green ovals going. This is an ongoing and endless process. It may get easier, we should be able to enjoy the positive outcomes of our efforts over time, but success isnt really a destination its an ongoing journey. We can continue to evaluate our efforts, plan necessary tweaks or adjustments based on data, implement those changes, and continue to evaluate.Essential Principles in All MTSS TrainingsCreate systems, not just programs, to support each and every studentEarlier, rather than laterEvidence, not opinion

28Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence.

Its all about Evidence-based Practices. Prevention is key.Appropriate PacingEnthusiasm is priceless, and dragging our feet without reason is a tragedyBut we must be careful to keep our implementation in-line with our preparation!

Examples29Stages of ImplementationFocusStageDescriptionExploration/AdoptionDecision regarding commitment to adopting the program/practices and supporting successful implementation.InstallationSet up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.Initial ImplementationTry out the practices, work out details, learn and improve before expanding to other contexts.ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.Continuous Improvement/RegenerationMake it easier, more efficient. Embed within current practices.Work to do it right!Work to do it better!Should we do it!30Big Idea #3: Effective PracticeFidelityWork Smarter, Not HarderPrioritize Measureable GoalsData-based Decision MakingWhy Focus on Fidelity?It is, after all, one more thing to measure!But its worth it!Without ensuring fidelity, it is impossible to determine whether our efforts are promoting desired outcomes!Effort required to measure fidelity > Effort required to evaluate our work without knowing!32Work Smarter Not HarderOSEP Center on PBIS Guidelines for Implementation

Because we cannot do everything all at once!

Do the smallest number of actionsThat are evidence basedAnd will have the largest and most durable effect!It can be painful to feel like a known issue hasnt made it to the top of our priority list, but its important to balance resources and apply some good old-fashioned common sense sometimes we need to tackle issues in a particular order. EXAMPLE: if attendance is a major issue for many students, it might make the most sense to place/keep that towards the top of our list when students arent in school/class, they cannot benefit from our programs no matter how good they are!

It can also be helpful to remember that the process is ongoing and continuous. If plan for the future, and focus on our current priorities we can get to those things that are further down the list. This day of training as it relates to Tier 1 and Tier 2 is a great example. Your school might have really benefitted from a Tier 2 intervention in the last 1-3 years (e.g., focusing on work completion, social behavior, attendance, etc.) but those efforts work best when we prioritize Tier 1 until it is solid, work to maintain/sustain it, and THEN move on to planning/implementing Tier 2.33Prioritize Measurable GoalsThis all hangs together with our fidelity data, and our efforts to Work Smarter!If we cannot measure and record the outcome, it moves further down the priority list.If a goal sounds like a priority, but we dont have a way to measure it FIND ONE!Measureable = observable. We should be able to see it, record it, and put a number to it!34Consider Sources of DataODRs/SWIS? YES!

But what aboutAttendance?Local classroom data?Others?

What data do we have for attendance, tardys, tickets/tokens delivered, local classroom management strategies (charts, tally marks, notes, red lights/green lights, percentage of assigments completed (on time), etc35Measurable as written? Goals/OutcomesImprove behavior in our school.

Increase attendance for Howard Elementary

Encourage students to arrive to class on time

Improve school climate

Decrease ODRs

Increase staff moraleHow can we measure those that arent crossed out? How might we adjust the others so that they are more easily measured?36Measurable as written? Goals/OutcomesImprove behavior in our school.

Increase attendance for Howard Elementary

Encourage students to arrive to class on time

Improve school climate

Decrease ODRs

Increase staff moraleHow can we measure those that arent crossed out? How might we adjust the others so that they are more easily measured?37Look back to your SW-PBIS Goals from last SpringAre they measurable?And measuring meaningful things?Based on the Action Steps you wrote last Spring, evaluate your progress:Do you need to adjust the wording?Have you been able to collect the necessary data?

Follow-UpBig Idea #4: Context & CultureYour building culture is unique!Dynamic group membershipShared experience and shared behaviorsShared goals and visionBullet #1: Different populations, geography, size, resources, history, personnel, communities, etc.Bullet #2: Group membership can (and will change) this can effect dynamics positively or negatively, the important thing to remember here is to reinforce the SYSTEMS approach so that we are building systems that can survive personnel change. For example, building a role and resources that can be passed on to a new member so they are brought up to speed is much better in the long run than merely building up the expertise of Mr. Lee Mr. Lee could move to Cabo tomorrow and you could be starting from scratch!

Bullet #3-#4: It can help to focus on common experience/goals (e.g., we are all here to promote positive outcomes for our students, we all have to endure these winters, etc.). Shared behaviors can be social norms for a given group friendliness, eye-contact, etc, -- but we all share behaviors related to educating our students39Dynamic MembershipBuild SYSTEMS in addition to expertise!

Group membership can (and will change) this can effect dynamics positively or negatively. We can be happy to see members come and happy to see them go

The important thing to remember here is to reinforce the SYSTEMS approach so that we are building systems that can survive personnel change. For example, building a role and resources that can be passed on to a new member so they are brought up to speed is much better in the long run than merely building up the expertise of Mr. Lee Mr. Lee could move to Cabo tomorrow and you could be starting from scratch!

40What unique issues need to be addressed or given time/attention in your building?

Utilize the Benchmarks of Quality and any prior knowledge/anecdotal data as necessary

Identify 1-2 possibilities youd like to share with a nearby team

Context & CultureThe Organizational Framework for Tier II Behavioral InterventionsQ: (How) is Your Tier 2 Team Organized?#Trainer Notes:This is quick transition slide. The next few slides will present the options that were presented in the Transition to Tier 2 training. Please move through the slides at brisk pace as they are intended as a review.43Building Leadership Team

Addresses Schoolwide Systems & Tier 2/Tier 3 Systems Trainer Notes:The first option is that the building leadership team will continue to address the School-wide systems AND address the Tier 2/Tier 3 systems. A potential advantage of this approach is that one team is managing the multi-tiered systems of support. The potential disadvantage is that this can be A LOT of work and may burn people out.44Building Leadership Team

Addresses Schoolwide SystemsTier 2/ Tier 3 SystemsTrainer Talk:Another option is that a part of the building leadership team focuses on the Tier II/Tier III systems while the rest of the leadership team continues to focus on the Schoolwide systems. A potential benefit of this approach is that each part of the leadership team has a specific focus. The potential disadvantage is that if your team is not very large to begin with, subdividing may mean more work for fewer people.45Building Leadership Team

Addresses Schoolwide SystemsTier 2/ Tier 3 SystemsTrainer Talk:A third option is that a separate team is formed within your school thats charged with focusing on the Tier 2/Tier 3 systems. It will be extremely important that these groups establish careful feedback loops in order to align the work and ensure that resources and supports are leveraged to the maximum benefit of students. A potential benefit is that this brings more people to the work of supporting a multi-tiered system of support but the potential disadvantage is that without clearly established communication, the work could splinter in the isolation.46Membership Structure Should Include:Administrator

Crossover member from Tier 1 Building Leadership Team

Faculty with expertise in behavioral assessment and intervention

Faculty with expertise in academic assessment and intervention#Trainer Notes:This slides outlines the membership structure that should exist on the Tier 2 Behavior Response Team regardless of how each school has decided to structure their team. 47Do you have a Tier 2/Behavior Response Team?

How is your team organized?

Does your team have the necessary membership structure for successful functioning?

Quick CheckTrainer Notes:Provide 5 minutes for this activity48Tier 2 Teams Role in Targeted SupportEstablishing systemsEnsuring that students have accessEnsuring fidelity Tracking effectiveness and making adjustments Trainer Notes:Here is a global list of the responsibilities of the Tier 2 Team.49Barriers to Tier 2 SuccessLack of:

Administrative Support and Leadership

Classroom System Implementation

Communication System#Trainer Notes:This slide lists three barriers to the success of Tier 2 supports. The following slides goes into more detail around each barrier. 50Q: How Does Staff Access Tier 2 Behavioral SupportsTrainer Notes:Slides 62-71 should be presented from 1:45 to 2:30

The intent of this module is for teams to develop decision rules for entry criteria to access Tier 2 supports and to revisit and revise their Tier 2 referral process and forms.

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Decision Rules: When Should Tier 2 Interventions be Accessed?Entry Criteria allow for consistency among staff and students as we build our system of supports

Entry Criteria Considerations:2 major office discipline referrals in a quarter> 5 absences within a quarter60 minutes time out class in a week

Decision Rules: When Should Tier 2 Interventions be Accessed?

Entry Criteria should be specifically defined for each Tier 2 intervention offered

Entry Criteria should be widely known among building faculty and staff, parents, and community agencies

Decision Rules: What are the Exit Criteria for Tier 2 Interventions?Original data sources that lead to student identificationODRAttendanceAcademicsTime out of classTeacher Perception

Key is to frequently and regularlyCelebrate successAdjust if student doesnt respond (or problems start reappearing)

Decision Rules: How Should Tier 2 Interventions be Accessed? Is there a formal referral form?What information should be on the referral?Where are referrals submitted?Who can refer a student for targeted behavioral intervention? TeachersParentsWhat is the anticipated timeline from referral to next step?How are parents informed?How is parent permission obtained?

Team Task:Consider the current process of referring students to Tier 2 interventions that exists in your building

Are there any additions or changes that are needed?

Determine what information regarding the referral process for Tier 2 interventions needs to be communicated record this information on your communication log

Activity Trainer Notes:Provide 10 minutes for this activityIf there is not currently a referral process, teams should be discuss how referrals should be made in their building.

Provide a 15 minute break after this activity 2:30 to 2:4557Prevention: Core Classroom Supports & Early Stage Interventions

Continuum of Positive Behavior Supports

Process Data - BehaviorBenchmarks of Quality (BoQ)

Completed annually by school leadership teamsTier 1 SWPBIS implementation fidelity check53 benchmarks across 10 critical elements of implementation.Identifies areas of strength and need; informs problem analysis and action planning.70% Implementation GoalSelf-Assessment Survey (SAS)

Completed annually by building staff Fidelity check of PBIS implementation across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual studentsSeven key elements of the Implementation Subsystems Informs of areas of strength and need, including communication between leadership team and staff70% Implementation Goal

pbisapps.orgSchoolwide Overview- Behavior

District Process Data - Behavior

Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

Classroom StructuresTeacher-Student RelationshipsInstructional ManagementResponding to Appropriate BehaviorResponding to Inappropriate BehaviorCritical Features of Effective Classroom Management(Reinke, Herman, & Sprick, 2011)The goal of classroom management is to develop a classroom of students who are:respectful,responsible, motivated, and highly engaged in meaningful tasks.

Have participants chorally respond67Classroom Management PlanDeveloping a Classroom Management Plan will set the stage for dealing productively with a range of behaviors, both positive and negative.

68Historical PerspectiveBEHAVIOR MANAGEMENT HAS TYPICALLY CONSISTED OF TRYING TO MAKE STUDENTS BEHAVE

This attitude leads to an overdependence on REACTIVE PROCEDURES.REACTIVE PROCEDURES are not wrong, they are simply ineffective in changing behavior.Educators are often looking for that magic pill, or that magic consequence that will make students behave.

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An Increase in Emotional Intensity70

Dependence on Role-Bound Authority71

A Dependence on Punishment72

Wishing and Hoping73The CHAMPs AcronymCConversationHHelpAActivityMMovementPParticipationSSuppliesThe acronym CHAMPs reflects the categories or types of expectations that you, as a teacher need to clarify for students about every major activity or transition that occurs in your classroom.

Originally the s in CHAMPs was small and did not stand for anything. In the second edition, the S became Success because when teachers do these things, students are CHAMPions and are successful. ADVANCE SLIDE Prior to the second edition, one of our MiBLSi trainers added her own S in Supplies to identify the supplies (i.e., paper, pencil, text book, etc.) a student would need for each activity. We like the Supplies S and we use it throughout our training.

P 181 has ACHIEVE details74 Defining CHAMPS: A guide to the decisions teachers can make to build and implement a proactive and positive approach to classroom management. A process of continuous improvementA common language among staff members75

Develop and Display Classroom RulesYour classroom rules should communicate your most important expectations and address most common misbehaviors.

78 Management PlanAn effective Classroom Management Plan is a framework that ensures students are academically engaged and emotionally thriving by supporting classroom: RitualsRoutinesRulesConsequences Motivational techniques

Classroom management plans are about getting all the structural pieces in place.

An effective classroom management plan may need to be revised during the school year and will more than likely need revisions from year to year. When in doubt, it is always best to start with high structure and as students begin behaving more responsibly over the course of the school year, the level of structure may be lessened.

79Management PlanThe greater the level of structure needed in your classroom, the more DETAILED and PROLONGED you are going to have to be when teaching your expectations.

A nice story may help to drive this point80Level of Classroom StructureThe level of structure should not be based on teacher preference or familiarity!The level of structure should be based on student need!When in doubt, start with a higher level of structure.81

Student NeedsTeacher NeedsThere are 2 surveys, one for teachers needs and one for students needs. This is the students needs example.

82Survey says 0-30LOW: Students can be successful with LOW, MEDIUM, or HIGH31-60MEDIUM: Students need MEDIUM or HIGH structure61-120HIGH: Students need HIGH structure

83Ask participants to show a thumbs up if they need low structure, medium structure, or high structure.

While the ranges for each survey are the same, the decision regarding the level of structure should be driven by survey results that are the highest. For example, if as a teacher my survey results indicate a Low level of structure but my students needs survey results indicate a medium level of structure, I would need to have a medium level of structure. However, if my survey results indicate a need for a High Level of structure and my students need survey indicate a Low Level of structure, then it will be in the best of interests of students to have a higher level of structure in my classroom so that I can thrive as a positive and energetic force to support my students academic and social success.

Schoolwide Overview- Behavior

#85Outcome Data - Behavior

Outcome Data - Behavior

Classroom Management Plan vs. Individual InterventionRule of Three: If more than three students are demonstrating the same misbehavior, the management plan needs to be adjusted to address the misbehavior.

Strengthen Classroom Management Classroom StructuresTeacher-Student RelationshipsInstructional ManagementResponding to Appropriate BehaviorResponding to Inappropriate Behavior(Reinke, Herman, & Sprick, 2011)Strengthen Classroom Management S = Structure for SuccessT = Teach ExpectationsO = Observe BehaviorI = Interact PositivelyC = Correct Fluently

Strengthen Classroom Management CHAMPS Coaching

Strengthen Classroom Management Time on TaskStrengthen Classroom Management Opportunities to RespondVerbal ResponsesWritten ResponsesAction Responses

All Students Respond. When possible use response procedures that engage all students. (Archer, 2011)Strengthen Classroom Management Ratio of InteractionsPositive Interaction: acknowledging a positive behaviorNegative Interaction: addressing a negative behavior; fluent correction 4:115:1

Strengthen Classroom Management Strengthen Classroom Management

Precision RequestsStrengthen Classroom Management

Strengthen Classroom Management

Strengthen Classroom Management

Team Task:Review examples from the Menu of Classwide Motivation Systems

1s Read 100 Squares2s Read Mystery Motivators & Good Behavior Game3s Read Reinforcement Based on Reducing Misbehavior4s Read Dots for Motivation

Share out a summary of the classwide system.

Consider which system(s) may benefit classrooms in your building.Activity Trainer Notes:Provide 10 minutes for this activityIf there is not currently a referral process, teams should be discuss how referrals should be made in their building.

Provide a 15 minute break after this activity 2:30 to 2:45109

Hypothesize!

Early Stage InterventionsThese are the interventions that ALL teachers should be trained to implement effectively and with fidelity.

Early Stage Interventions

Early Stage Interventions

Team Task:Review examples from the Menu of Early Stage Interventions

1s Read A) Planned Discussion2s Read B) Academic Assistance3s Read C) Goal Setting4s Read D) Data Collecting and Debriefing

Share out a summary of the intervention.

Consider which intervention(s) may benefit particular students in your building.Activity Trainer Notes:Provide 10 minutes for this activityIf there is not currently a referral process, teams should be discuss how referrals should be made in their building.

Provide a 15 minute break after this activity 2:30 to 2:45114Practical Functional Behavior Assessment (FBA)Based on work from Sprick (2011) and Steege & Watson (2008)Comprehensive Functional Behavior Assessments (FBAs) are often associated with Tier III interventions

Howevermore basic and practical FBAs are important to consider in order to determine an appropriate match between a presenting behavior problem and an appropriate Tier II InterventionPractical FBAsSchool resources (time, staff) are often limited and are certainly valuable

Many attempts to address problem behaviors:Consume most of our resourcesReact to the problem after it occursFade out because they are not working

Problem of premature implementation

But this may be attributed to a lack of fit (or match) between the problem behavior and the interventionWhy Practical FBAs?Work smarter, not harder!

Problem-Solving Process

Understand How To Shape BehaviorHuman Behavior :serves a purpose (functional) is predictable. is changeable.

Emphasize that human behavior serves a function.119Understand How To Shape BehaviorHuman behavior is learned and can also be unlearned, or shaped into a more desirable form.

Behaviors are performed for a reason, or to serve a specific function (whether we are aware of it or not)

Possible functions:Gain something (attention, objects)Escape/Avoid something (difficult work, negative or unpleasant experience)Sensory stimulation (movement, texture)

Shaping behavior is all about controlling the antecedents and consequences.120Understand How To Shape BehaviorBehavior can be taught and changed.

When students behave irresponsibly, its likely that they havent experienced the benefits of responsible behavior.

Shaping behavior is all about controlling the antecedents and consequences.121When examining a particular behavior, consider the 5 essential components of the FBA process:

Define the target behaviorConsider the setting events (individual, home, classroom variables)Consider the antecedentsAnalyze the consequencesHypothesize about the function of the behavior

5 Components of the FBA ProcessBefore considering a more comprehensive FBA for Tier III interventions, utilize a practical FBA to hypothesize the function of the given behavior:

A Practical FBA: Tier II InterventionsTarget behaviorAntecedentsConsequencesHypothesis

1 Conditions Set the Stage for2 An Individuals Behavior3a Pleasant outcomes result in increasing behavior3b Unpleasant outcomes result in decreasing behaviorORThe ABCs of BehaviorAntecedentsConditions most likely to occurTarget BehaviorOne or more interfering behaviorsConsequencesMaintain the behaviorA persons behavior is influenced by events and conditions he/she experiences. Some experiences encourage that person to engage in certain behaviors, and others discourage that person from engaging in certain behaviors. This graphic shows a representation of the 3 main variables that affect behavior. This is really what behaviorists define as the ABCs of behavior. What conditions prompt or enable the behavior (better know as antecedents)The behavior itself (what is the person doing?)Consequences that encourage/sustain the behavior or discourage the behavior from occurring again.

The upcoming video is Randy providing a very nice explanation of ABCs, so for trainers uncomfortable with explaining this visual, the video is a nice option. 124

Use your dataUse your data to inform your decisions about whether the consequences are increasing or decreasing the likelihood that the behavior occurs

Consequences that appear to be a punishment for adults (i.e., being sent to office) may actually be reinforcing for the student (i.e., avoid difficult classwork)Operationally defining the target behaviorWhen behaviors are specifically defined, it ensures that everyone understands the behavior

Behavior: out of controlPerson 1: yelling, screaming, throwing things, hittingPerson 2: bumping into other people

Behavior: doesnt get along with othersPerson 1: name-calling, hittingPerson 2: excluded by peers

Operationally defining the target behaviorConsider the following when defining the behavior

What does it look like?What does it sound like?Occurrence:Frequency?Intensity?Duration?

ABCs of behaviorAntecedentBehaviorConsequenceTeacher instructs student to begin assignmentStudent begins assignmentTeacher provides verbal praiseStudent put on diet by parentsStudent takes food from classmates during lunchStudent eats the foodTeacher instructs students to read silentlyOne student cracks a joke to classmatesClassmates laughStudent comes to school with a headacheStudent engages in disruptive behaviorStudent is sent to the officeStudent wants to join a game at recessStudent bumps into classmates and grabs ballClassmates get mad and tell teacher; student kept in from recessTeacher instructs students to complete math worksheetStudent gets out of seat and argues with teacher when directed to do workStudent sent into the hallwayExamples based on Steege & Watson (2009). Conducting School-Based Functional Behavioral AssessmentsActivityWith your partner, examine the ABCs presented and generate a list of possible hypothesized functions of the behavior on the next slideRemember, the three most common function categories are:Gain somethingEscape/avoid somethingSensory needABCs of behaviorAntecedentBehaviorConsequencePossible function?Teacher instructs students to begin assignmentStudent begins assignmentTeacher provides verbal praiseStudent put on diet by parentsStudent takes food from classmates during lunchStudent eats the foodTeacher instructs students to read silentlyOne student cracks a joke to classmatesClassmates laughStudent comes to school with a headacheStudent engages in disruptive behaviorStudent is sent to the officeStudent wants to join a game at recessStudent bumps into classmatesStudents get mad and tell teacher; student kept in from recessTeacher instructs students to complete math worksheetStudent gets out of seat and argues with teacher when directed to do workStudent sent to officeYour TurnUsing your own example of a student exhibiting challenging behavior (not a challenging student), walk through the Practical FBA process using the ABC model using your ABC Worksheet

Work with your partner to define the behavior in operational terms, list possible antecedents and consequences, and hypothesize about the function of the behavior

Purpose: This hypothesis will help you to select a Tier II intervention that will be a good matchRemember

When considering the target behavior, antecedents, and consequences, collect and analyze your data!

Targeted Tier II InterventionsCheck-In, Check-Out(CICO)Also referred to as the Behavior Education Program (BEP)

Content based on: Targeted Behavior Interventions, Check In/Check Out Introduction, (MiBLSi, 2009)Responding to Problem Behavior in Schools (Crone, Hawken, & Horner, 2010)

Responding to Problem Behavior in Schools:The Behavior Education Program, Second EditionA comprehensive book by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken.Guilford Publishing, Inc., published in 2010www.guilford.com

135This slides provides information regarding the BEP book. This book provides a comprehensive overview of developing and implementing CICO.CICO (BEP) as a Tier II InterventionEasy to implement for teachers (5-10 minutes per check-in)Flexible (if needed)Can support approximately 20-30 students at a timeCheck-in/out person can be anyone (BEP Coordinator, paraprofessional, etc)Regular feedback and progress monitoringStudents can easily transfer in or outParent participationFrequent data entry and reviewCrone, Hawken, & Horner, 2010Regular feedback specific teaching Raising your hand and completing your work were great examples of being responsible136Components of CICO

MiBlSi, 2009; Crone, Hawken, & Horner, 2010Page 16137Components of CICOComponents of CICO Cycle:Check-in with adult in the morning (positive contact, make sure student is prepared for the day)Teaching and prompting of skills and expectationsFeedback from the teacher during the day (after each period of the day) earn 0, 1, 2Check-out with adult at end of school dayBring home for parent check-in & signatureBring back to school for morning check-inDaily Progress ReportAligned to school-wide expectationsEstablished goal criteria (i.e., 80%)Optional Reward System Component

Reward system reinforcer menu, or reinforcement based on the function of the behavior (if escape-oriented, reward would be earning time to leave class and complete a desired activity (reading, etc)Reinforcement system: for checking in/out, and/or for reaching goals tickets/tokens/earned time138Effectiveness of CICOBased on research-based strategies/principlesDaily positive interactions with adultsHelps to motivate/encourage studentFrequent feedback Clear expectationsPredictable pattern for studentsSupports behavior and academic performanceInvolves parents in intervention process

Addresses antecedents replaces negative antecedents with consistent positive antecedentsCrone, Hawken, & Horner, 2010

Daily Progress Report

MiBLSi powerpoint, 2009140Daily Progress Report

Who is CICO appropriate for?Students with minor behavior disruptionsDisruptive, interferes with learningOut of seat, talking out, not sharing, off task, unprepared for class, defiant, refuse to do work, inappropriate languageNot dangerous, violent, or severe/chronic behavior

Students who respond well to adult attentionBehaviors occur throughout the day, not just in one setting (i.e., recess)Behavior not primarily related to an escape function due to academic deficit (modification may be needed)

When to ModifyCollect data for at least 2-3 weeks before modifyingMake sure that intervention was delivered consistently and with fidelity

Modifications presented in BEP book:goals more academic drivenpeer reinforcersadditional check-inremove signature portion

ActivityDiscuss with your partner or table:How might you share this intervention with your school staff?What might need to be in place in order to support this intervention? (i.e., solid Universal PBIS, referral process, CICO forms, personnel)How will you monitor if the intervention is working and when to modify or exit?

https://www.pbisapps.org/Resources/Pages/SWIS-5-Preview-CICO-SWIS.aspx

Highly Structured Tier II InterventionsSo, what are Highly Structured Interventions?Powerful group of tools that may need to be used after Early Stage Interventions have been implemented and behaviors continueMore time intensive to plan and more time consuming to implement than Early Stage InterventionsIntervention design and implementation should be a collaborative effort (school psychs, school social workers, behavior team, counselors) with the classroom teacherLet the group know that these specific interventions are described in the Interventions book from Safe and Civil Schools (Sprick and Garrison). It would be helpful for trainers to have the book available to reference and to let participants look through it at breaks and lunch if they want to.147

Disk 5, Chapter 9, Task 3, From 0 4:33149Tier II InterventionsStructured Reinforcement SystemsPlanned DiscussionData Collection and DebriefingGoal Setting and ContractingCueing and PrecorrectingTeaching Replacement BehaviorsFunctional CommunicationTeaching Social SkillsSelf-Monitoring and Self-Evaluation

150Structured Reinforcement Systems

Classroom Reward Systems Individualized

Targeted & Systematic Reinforcement SystemsReinforcer MenusMystery MotivatorsPoints for GrumpyYes/No ProgramClassroom Behavior BingoDots for MotivationMotivationA students ability or proficiency to perform a responsible behavior affects motivation.A student who experiences much success at learning lots of new skills, is more likely to be intrinsically (or internally) motivated to learn something new.A student who frequently experiences failure is less likely to be intrinsically motivated.

Cant do? Or wont do?CHAMPSWe frequently think students are a case of wont do, when in actuality a student isnt able to do the work. Therefore, they arent motivated to complete the work.154Rationale for Reinforcement SystemsYou get more of what you pay attention to!Behaviors that are recognized and reinforced are more likely to be repeated (Jenson, Rhode, & Reavis, 1994)For some students, intrinsic motivation to follow the behavior expectations are enoughFor other students, additional teacher attention is enoughFor other students, they will need more tangible, planned, and frequent recognition to find success and recognize the benefits of appropriate behaviorTips for effectively choosing, designing and implementing a reward-based system:

Make sure the rewards are highly motivating by using a reinforcer menu or survey.Set the system up to make student success likely.Make sure your expectations are clear.Teach the students how the system works.Be consistent.Start with immediate reinforcers, gradually increase to intermittent schedule.Classwide Reinforcement Systems156Partner Jigsaw!Each partner reads their designated slide and summarizes the information for the other partnerPartner 1: Reinforcer Menu, Mystery Motivator, Points for GrumpyPartner 2: Yes/No Program, Classroom Behavior Bingo, Dots for Motivation

Select two systems and generate a list of:the types of behaviors you would use this withwhich students may not benefit from this programReinforcer/Reward MenusSystematic Reinforcement Programs will not be effective if the reinforcer is not motivating for that student

Use a predetermined list/menu of possible rewards from which the student can choose

Have the student help to develop a list

Develop a general list to use with students, have student select which are motivating for them

Use Spinners or Charts

Jenson, Rhode, & Reavis (1993). The Tough Kid Tool BoxMystery MotivatorsRandom reinforcement for desired behaviorsIndividuals, groups/teams, classwideSteps:Create reward menuVisual tool, squares for each day of the week, invisible pen with M for days with motivatorReward written on piece of paper in sealed envelopeIf points/criteria met for behavior for that day, color square to see if reward receivedOptional bonus square, include positive comments

Hint: Start with 2-3 Ms per week, then space out as students get used to the programJenson, Rhode, & Reavis (1993). The Tough Kid Tool Box

BEE ON YOUR BEST BEEHAVIOR

FOR A MYSTERY MOTIVATOR MON. TUES. WED. THURS. FRI.

X X X XCHAMPSThis slide can be used as a demo of Mystery Motivator.160Points for GrumpyResponse-cost systemAppropriate for younger students, can be modified for older students2 Coffee cans/jars, tokens, chartCombines visual/auditory reminders

interventioncentral.orgPoints for GrumpySteps:Create a reward list/menuDetermine/define behavior (ex: politely following adult directions)teach, provide examples, practice2 jars used (1 labeled Grumpy, 1 with students/teams name)Teacher starts day with 10 tokens in pocketIf misbehavior (noncompliance) occurs, one token put into Grumpy jar/canAt end of period/time, student can put any tokens left over into their own jarTokens traded for points towards rewardUse chart to record points earned per dayFor:Verbal defiancenoncompliance

Not for:Students who will become overly angry/upset when a point is deducted (keep in mind that some students will test limits and need time to adjust to program)

162Yes/No ProgramIndividuals or small groupsUse tickets with faces (smiley, frowny) or words (Yes, No)Steps:Define behaviorCreate reward menuExplain system and practice Yes/No behaviorsWhen target behavior occurs, mark appropriate ticket, write name, and deposit into containerGive specific feedback when earning Yes or No ticketsDrawing at the end of class period or daySelect a few ticketsYes tickets drawn receive rewardNo tickets drawn do not receive rewardMonitor if behaviors are increasing/decreasing

Hints: maintain 3:1 ratio (3 Yes tokens to 1 No token)do not share the name on No tickets pulled to avoid embarrassment and to increase motivation

Jenson, Rhode, & Reavis (1993). The Tough Kid Tool BoxClassroom Behavior Bingo(similar to 100 Squares)Steps:Define behaviorRaise your handTurn in completed homework (or 80% of homework for team)Reinforcer list/menuDefine system (frequency of behavior to earn bingo square, time period, etc)Practice and role playWhen student(s) meet criteria, they can select a number from a containerStudent(s) mark that number on bingo cardWhen entire row, column, or diagonal is filled, earn reward

Components:Individuals, teams/groups, whole classMaterials:Classroom Behavior Bingo Matrix/SquaresContainer with numbers

Jenson, Rhode, & Reavis (1993). The Tough Kid Tool BoxDots for MotivationGoal: to increase academic work completionImmediate feedback and reinforcerMaterials: dots (stickers)Dots given to student when on-task and workingStudent could use dots to skip a problem they did not know how to do or did not want to doTransition to dots earned for number of problems completedGradually extend criteria dots earned for number of completed assignments (use dots as homework pass)

Hint: as student completes more work in this system, cut dots into halves or quarters (more time to earn reward)

Dr. Ginger Gates, The Texas School Psychologist, article written by Jenson, Andrews, & Reavis (1998)

Intervention A: PLANNED DISCUSSIONRationaleA students behavior may result from a lack of information.

Planned Discussion is an easy, quick, and efficient intervention.

As an intervention, Planned Discussion is a respectful and potentially empowering way to address problem behavior.

(Sprick & Garrison, 2008)Planned DiscussionPurpose: To help students understand and address concerns associated with: Minor but potentially annoying misbehaviorModerate misbehavior in the early stagesChronic or severe concerns, as one part of a comprehensive plan

(Sprick & Garrison, 2008)Planned DiscussionPlanned Discussion has the potential to have a positive impact on just about any behavior.

Because of the powerful effects of a planned discussion, it should be an integral part of every intervention plan.

**Note: Planned Discussion will only be effective for students with sufficient language skills.(Sprick & Garrison, 2008)Discussing A One-Time Event vs. Planned Discussion One-Time EventPlanned DiscussionDoes not address a repeated behaviorBrief correction provided that does not interrupt the flow of instructionImmediately set a time to follow up with studentDoes not include other individualsDoes address repeated behaviorConducted outside of classroom instructionConducted during a neutral and scheduled time May include other individuals (i.e., other teacher or parents)http://www.youtube.com/watch?v=GRFFBQl-V6A

Positive Characteristics of Planned DiscussionDemonstrates concern so that the student truly understands the issues at hand. Involves student in brainstorming solutions.Lets student know you are there to help him/her learn & grow and that you care. Action plan for behavioral change is developed with the student.(Sprick & Garrison, 2008)Step 1: Prepare to Meet with the StudentIdentify the Central ConcernEstablish a FocusDetermine Who Should Participate in the DiscussionSchedule the Discussion for a Neutral TimeMake an Appointment to Discuss the Concern with the StudentPlan to keep a written record of the discussion

(Sprick & Garrison, 2008)Step 2: Meet with the StudentWork with the Student to Define ConcernsBrainstorm ActionsSet up an Informal Action PlanSchedule a Follow-Up MeetingConclude the Meeting with Words of EncouragementShare a Written Record

(Sprick & Garrison, 2008)Step 3: Follow Up with the StudentEncourage Student EffortsMeet Once a Week with the Student Determine Whether More Structured Interventions are NeededProvide continued follow-up, support, and encouragement

(Sprick & Garrison, 2008) Identify the advantages to EVERY classroom teacher in your building knowing how to implement Planned Discussions with fidelity.

Think-Pair-Share176Intervention D:DATA COLLECTION AND DEBRIEFING

RationaleGathering data often solves the problem all by itself

Because of the powerful effects of a planned discussion, it should be an integral part of every intervention plan.

Effective teachers collect data that defines the problem in measurable terms

Use of data is the only way to determine objectively whether interventions are working

Data will form the basis for assessing fidelity and/or the need for a different intervention(Sprick & Garrison, 2008)Trainer Notes:How can the act of gathering data solve the problem all by itself? Several reasons:Placebo EffectThe student wasnt aware of the problemIts art of human nature to shape up when we know we are being watched - The Hawthorne Effect occurs when people change their behavior for the better because they know they are being studied. Researcher Henry A. Landsberger invented the term in 1955 after a series of experiments in the 1920s and 1930s at Hawthorne Works (a factory near Chicago). The studies showed that worker productivity increased regardless of changes in lighting (the original research focus) or other independent variables. Landsberger concluded that workers were more productive simply because they knew they were being watched. Later research suggests that the Hawthorne Effect in the original experiments was overstated and that the increased productivity is best explained by other factors. In experimental psychology, researchers attempt to avoid the Hawthorne Effect in order to gain more accurate information.Conveys that the teacher is seriousIncreases the amount of attention from the teacherCommunicates the teachers concern and care for the student

178PurposeTo increase positive behavior or decrease negative behavior with any behavioral goal through observation, as well as to use a systematic approach of recording data to gauge the effectiveness of subsequent interventions. (Sprick & Garrison, 2008)Trainer Notes:This slide is set up for choral responding. The intent is for the presenter to read the text in black and pause for the text in read to be read aloud in a choral fashion by the participants. Be sure you go through the purpose for data collection and debriefing along with the additional information below in the Trainer Talk section of the notes.

Data is not an annoyance to get help. R. SprickIt is important to train all educators that data collection needs to be a part of early stage interventions.Types of behaviors that may be positively affected include any chronic behavior or motivational problem.

Trainer Talk:It is important to keep in mind that even if no improvements results from this intervention alone, subsequent interventions will require ongoing collection of data to gauge their efficacy.

179Step 1: Choose an Objective but Simple Data Collection MethodEither use an existing form or record marks on an index card. Some choices include:

Basic Frequency Count of Misbehavior

Duration Recording

Latency Recording

Rating Scale(Sprick & Garrison, 2008)Trainer Notes:Basic frequency count of misbehavior how many times it occurredDuration recording how long did it last?Latency recording how long before the student complied?Rating scale teacher assessing the degree of disruption

TIP: If it is difficult to determine what the focus of the intervention should be or how to measure the problem, keep a daily anecdotal log in which you note what occurred that day. Usually, anecdotal notes will help you define the nature of the problem in a more objective manner. 180

Disc 5, Ch. 9, Task 3, 5:08 9:12181> 100 minutes of non-participationAfter 8 weeks, about 70% improvement(Sprick & Garrison, 2008)Trainer Notes:This slide is animated. Initially just the data graph appears. Explain to the participants that the data represents the duration of a students non-participation in a full-day kindergarten classroom. Ask participants to take a few moments to examine the data and discuss with their partners some of their observations of the data. After a few moments of discussion, debrief with the full group. Get a few participants to share out their observations. Then, advance the slide and point out that at the start of the intervention, the students non-participation was in excess of 100 minutes of non-participation per day but after 8 weeks, advance the slide and point out that the student has made about 70% improvement. Without the chart, the teacher may have become so discouraged that she threw out the intervention because the behavior still seemed pervasive. The teachers subjective perception may be that the intervention was unsuccessful, but with the chart, the teacher can see that the student is continuing to make great progress. 182Step 2: Meet with the Student (and parents, if appropriate)Explain the data you plan to collect before starting and how you will inform the student of the data as you are collecting it.

Meet regularly (at least one a week) with the student to share and discuss the one-page visual summary of the data, review trends, set improvement targets, discuss ideas for improving the situation, and CELEBRATE progress(Sprick & Garrison, 2008)Trainer Talk:The goal of this intervention is to collect data in a manner conspicuous to the student but subtle enough to be respectful of the student in front of his peers. 183Partner 1:Review Data Collection Forms:Behavior Counting FormsInterval Scatterplot

Partner 2:Review Data Collection Forms:Rating ScaleParticipation Evaluation Record

Share Any Insights With Your Partner

Partner Activity184Intervention C:GOAL SETTING

RationaleStudents who have experienced repeated failure have difficulty setting realistic goals

Goal setting increases clarity of expectations, helps set attainable goals, and can increase the students motivation

Learning to set and achieve realistic goals is a lifelong skill(Sprick & Garrison, 2008)186PurposeGoal setting helps students identify what they hope to accomplish and actions they can take to reach their goals. (Sprick & Garrison, 2008)Trainer Notes:This slide is set up for choral responding. The intent is for the presenter to read the text in black and pause for the text in read to be read aloud in a choral fashion by the participants. 187Step 1: Develop a PlanReview the problem and overall student goals by identifying strengths, desired outcomes, and collected information.

Select the goal setting format

Set up the goal-setting conference(Sprick & Garrison, 2008)188Step 2: Meet with the StudentHelp the student establish long-range goals and short-range goals.

Brainstorm actions to avoid and actions to take.

Help the student identify specific actions he or she is willing to take in order to reach the short-term goals.

Identify ways that adults could help the student reach his or her goals.

If using rewards, a structured reinforcement system, or corrective consequences, make sure the student understands all of the contingenciesSet up regular times for follow-up

Review responsibilities and sign appropriate goal setting form(Sprick & Garrison, 2008)Trainer Notes:Help the student establish long-range goals if needed. Identify specific action he or she is willing to take to reach his or her goals.Encourage the student to think about what kind of life he or she would like to have in the future. What kind of residence, car, job, and/or family can the student envision?Help the student determine qualifications for the types of jobs that may be of interest. This may require more research, like calling employers.Identify immediate actions the student can take to move toward this goal by building a backward plan that identifies what the student will have to do to reach the goal. Brainstorm actions to take and avoid.Summarize the information and complete the appropriate form. Help the student establish short-range goals.Brainstorm actions to avoid and actions to take.Help the student identify specific actions he or she is willing to take in order to reach the short-term goals.Identify ways that adults could help the student reach his or her goals.If using rewards, a structured reinforcement system, or corrective consequences, make sure the student understands all of the contingenciesDont start with rewards, try goal setting on its own. Set up regular times for follow-upReview responsibilities and sign appropriate goal setting form

189Step 3: Provide Ongoing Support and EncouragementProvide frequent positive feedback; encourage the student to keep striving towards his or her goals.

Correct calmly. Avoid sounding disappointed or reproachful.

Evaluate the impact of the plan and make needed revisions.

(Sprick & Garrison, 2008)Trainer Talk:The goal of this intervention is to collect data in a manner conspicuous to the student but subtle enough to be respectful of the student in front of his peers. 190Review the Goal Setting Forms. Discuss with your partner How these Goal Setting Forms differ from each other,The type of student needs they might meet, andHow they are similar to and different from goal setting youve done with a student in the past.

Partner Activity191Intervention J:Cueing & Precorrecting192RationaleTo help students control impulsive, excessive, habitual, or off-task behavior.Children are sometimes unaware of their own behaviors.Behaviors can interfere with peer relationships or success in school.(Sprick & Garrison, 2008)Read through the bullets on this slide or have participants read them. Trainers may also ask partners to read them together.193What exactly is CUEING?Cueing is used to interrupt an inappropriate behavior that is already taking place.

Cueing takes the place of reprimands or corrections that would be more verbose and that the teacher would end up repeating many timesTrainers may wish to provide an example or twoExample: I worked with a senior who had an Autism Spectrum Disorder who knew that he talked on and on, but was unable to stop himself due to his social/communication challenges. In anticipation of a big, upcoming IEP, he asked me to signal him when he was talking too much and needed to stop. We agreed on putting up my hand like a stop sign and we practiced him seeing my signal and ending his sentence and stopping talking. Rather than say, Sam, you are talking too much, we maintained his dignity with a subtle signal to cue him to stop.194What exactly is PRECORRECTING?Precorrecting is an attempt to anticipate and prevent an inappropriate behavior before it occurs.

Precorrection:a prompt for appropriate behavior sets the stage for positive feedbackTrainers may wish to provide an example or two.Example: When my son was younger, he was very shy and had a hard time responding to adult conversational questions to him. So, when we were going to be somewhere in which adults would be talking to him, I would tell him that he would be asked questions and he needed to give a response because not responding would be perceived as rude. Then, we would practice and role play potential questions and his responses.

Teachers often precorrect with students as a whole class by saying things such as, It is important that you complete all the problems in order instead of skipping the ones you dont know or Remember, when we walk down the hall, we close our lips and put our hands on our hips.195Cueing or Precorrecting?NosepickingSkipping items on testsPencil tappingDisrespectful tone of voiceChronic pencil sharpeningCueing

Precorrecting

This is an animated slide. The behaviors are listed in the left column. Ask the group whether they would use a cue or a precorrect. When you click each one, the answer in the right hand column will appear. The most common responses are listed, but trainers should understand that some of the answers depend on the context. For example, precorrection could also be the best choice for disrespectful tone of voice or a combination of the two could be used. The same is true for many of the responses. Dont get hung up on right/wrong answers. The most important thing is the thinking behind the groups responses. 196Cueing and Precorrecting will fade as the student becomes successfulthe more successful the student is, the less signaling used

197Step 1: Develop A PlanIdentify possible signals that might be usedIdentify what adults will do when the student either responds or fails to respond to a signalIdentify other settings/adults to include in the plan Decide whether the student needs to be taught a replacement behaviorIdentify ways to determine whether the intervention is helping the student reach the goal

Have participants take a minute and read through the steps on this slide and the next slide. These are the sub-steps that are involved in the first step of implementation of this intervention (Develop a Plan). We will walk through most of these steps using the example of a student named Kashala.198Step 2: Meet with the Student to Discuss & Finalize the Plan Review the problem and goalsHelp the student select a signalexplain any consequences that will be used if the student fails to respondBriefly demonstrate and practice using role-playingSet up regular meeting times to debrief with the studentConclude the meeting with words of encouragementTrainers should just read through this list with participants or have them read it independently or with partners. They will use the Kashala transcript in the next slide (activity) to understand the steps listed on this slide.199Step 3: Implement the PlanBegin using the precorrection or cue anytime the student exhibits the inappropriate behaviorReinforce the student for responding to the signal and/or for not needing the signalImplement evaluation & debriefing proceduresMake periodic revisions and adjustments to the plan as necessaryProvide continued follow-up, support, and encouragementTrainers should just read through this list with participants or have them read it independently or with partners. They will use the Kashala transcript in the next slide (activity) to understand the steps listed on this slide.

200Think about a student who may engage in annoying or inappropriate behaviors.

Would Cueing and Precorrecting be an appropriate intervention for the student?

Team Activity201Refer the groups to their workbook for this activity.Intervention M:Teaching Replacement Behavior202PurposeTo modify any recurring minor or major misbehavior(Sprick & Garrison, 2008)Trainer Notes:

Types of behaviors that may be positively affected:Poor peer relations: being the scapegoat, teasing, poor interactionsProblems interacting with adults: disrespect, problems being corrected or accepting feedback, not following directionsBad habits: nose picking, swearing, noisemakingChronic off-task behavior: daydreaming, being distractible, having a short attention spanAggressive behavior: chasing others, threatening others, hitting, pokingAnger management: shouting, inability to handle disagreements

203RationaleStudents with behavior problems may have never learned the appropriate behaviorAdults frequently take appropriate behavior for granted Some students will need to be taught how to replace misbehaviors with appropriate behaviors(Sprick & Garrison, 2008)Trainers may wish to read through these bullets or have participants read them independently or with a partner.

Teaching is not telling! Teaching involves repeated instruction across time until mastery is achieved. Instruction will involve modeling; creating frequent practice opportunities; providing positive and corrective feedback; combining simple, previously mastered behaviors into more complex chains of behaviors (chaining); and providing context instruction (in this situation do this, in that situation do that).

204If a child doesnt know how to read.we teach.

If a child doesnt know how to swim...we teach.

If a child doesnt know how to multiplywe teach.

If a child doesnt know how to behave.. we punish?John Herner

205Fundamental Rule!You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors the person should perform instead of problem behavior

(ONeill et al., 1997, p. 71).206One of the things that we know how to do in the behavior world is stop behavior. If you have a student who is spitting, we can stop the spitting. But before you say, well, bring it!, you have to recognize that if we just stop a behavior, we will typically get a worse behavior in its place. Its critical that we work to teach a replacement behavior that serves the same function for the student as the one that they are currently using. 206Replacement Behavior?Kelly runs into the middle of groups of students on the playground and gets upset and cries when they walk away from her or tell the playground aide that she ran into them.

Possible function of her behavior??Is there a skill deficit present?What is Positive Opposite of her behavior?Will the positive opposite fulfill the function of her behavior?What should the replacement behavior to teach Kelly be then?This is an animated slide that is intended to be a group discussion.First, read the scenario. Then click through the questions one by one and facilitate group discussion.

Here are some possible answers for the questions. Trainers will need to have a good understanding of function of behavior.

Possible function of her behavior: Getting/accessing peer interactions. Kelly likely wants to be a part of the social groups and is trying to join.Is there a skill deficit present: Hard to know from this quick description, but she may not understand how to join in a group of peers. She wants to be a part of it, but is unsure how to join in with the others in an appropriate wayWhat is the positive opposite of her behavior: Kelly would walk up to the group and join in the conversation or play OR Kelly would walk up to the group and ask if she can play too. Will the positive opposite fulfill the function of her behavior? YES, she would be getting or accessing peer interactionWhat should the replacement behavior to teach Kelly be then? I would teach Kelly how to walk up to a group and ask to join in the play OR teach her how to join in an ongoing conversation. I would also teach her how to respond if the group does not allow her to join or walks away from her.207A-B-C DefinedStep 1 Step 2 Step 3 Competing Pathways

Competing Pathways

1122334

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.+ Give time to review homework.+ Give quiet time before starting.+ Give easy warm-up task before doing quiz.+ Precorrect behavior options & consequences.+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done. Initial ConsiderationsReview the problem and overall goals for the student

Determine behaviors or strategies the student can learn to replace the inappropriate behaviors

Design lessons to teach the replacement behavior

Determine who will provide the lessons, how much time will be needed, and when and where they will be held

(Sprick & Garrison, 2008)All of the steps to this intervention are listed here. The steps that are in red font will be the ones that we dig further into in this section. The rest of them have been discussed previously or require little explanation. Participants can always be referred to the Interventions book if they want to deepen their knowledge further.212Initial ConsiderationsConsider ways to support that will not embarrass the studentIdentify ways to determine whether the intervention is helping the student reach the goalDetermine whether a reinforcement system and consequences need to be integrated into the planIdentify criteria and procedures for fading the interventionDetermine who will meet with the student to discuss and finalize the plan(Sprick & Garrison, 2008)See notes for previous slide.213e.g., Paying Attention in ClassIm Feeling ConfusedI shouldWatch other students to see what they are doing, orRaise my hand and ask my teacher to repeat the directions, orI know what I should be doing. Pay Attention.214When teaching new behaviors, it is often helpful to have a visual cue to help the student remember to use the new strategies. This is an example of a visual cue that was placed on an index card at the top of a students desk. The student often was unable to complete work because he would get stuck for a variety of reasons that would result in off-task behavior. The student was explicitly taught to do all three things listed in the bottom three circles. These skills were modeled and practiced. Now, he had to actually use them and the visual cue served as a reminder to do that. The student would also mark with a tally mark next to the circle of the strategy that he actually used. At the end of each day, we had a data sheet that allowed us to see which strategies the student was using and how often. A new index card was placed on his desk each morning.

First take a deep breathCount to 10Raise my handAsk Mrs. M. for helpe.g., Managing Frustration215This is another example of a visual cue to prompt a student to use newly learned replacement behaviors. This student became angry, argumentative, and very loud verbally when frustrated while doing assignments. We had these cards all overon his desk, in his desk, each teacher had one to use to prompt the student if he started to become upset, and he carried one in his pocket.Think about a student who may need to be taught a replacement behavior.

What might be a positive opposite behavior that would serve the same function as the inappropriate behavior?

Team Activity216Intervention N:FUNCTIONAL COMMUNICATION

PurposeTo improve communication/social skills of students whose deficits in this area may be leading to misbehaviors.(Sprick & Garrison, 2008)Trainer Notes:

Types of behaviors that may be positively affected:Poor peer relations: being the scapegoat, teasing, poor interactionsProblems interacting with adults: disrespect, problems being corrected or accepting feedback, not following directionsBad habits: nose picking, swearing, noisemakingChronic off-task behavior: daydreaming, being distractible, having a short attention spanAggressive behavior: chasing others, threatening others, hitting, pokingAnger management: shouting, inability to handle disagreements

218RationaleStudents with limited communication/ social skills may engage in inappropriate behaviors in an attempt to get their needs met.

Poor interactions with peers may trigger conflict or lead to isolation

Behavior is communication. Need to teach a prosocial replacement behavior.

(Sprick & Garrison, 2008)Trainers may wish to read through these bullets or have participants read them independently or with a partner.


219Increased Frequency of OccurrenceAutism Spectrum DisordersTrauma Special EducationNeed to engage speech-language pathologists , occupational therapists, school psychs

Trainers may wish to read through these bullets or have participants read them independently or with a partner.


220Step 1: Determine NeedIdentify the misbehavior objectively;

Consider antecedents and consequences to determine if behavior is related to communication/social skills

Have participants take a minute and read through the steps on this slide and the next slide. These are the sub-steps that are involved in the first step of implementation of this intervention (Develop a Plan). We will walk through most of these steps using the example of a student named Kashala.221Step 2: Multidisciplinary Team MeetingDiscuss alternative means of communication or replacement behaviors.

Determine who will teach prosocial communication skills

Include all relevant parties

Trainers should just read through this list with participants or have them read it independently or with partners. They will use the Kashala transcript in the next slide (activity) to understand the steps listed on this slide.222Step 3: Implement the PlanTeach in contextModel and role-playReinforce student when performing appropriate behavior; withhold reinforcement otherwiseMeasure performance and revise as needed; fade

Trainers should just read through this list with participants or have them read it independently or with partners. They will use the Kashala transcript in the next slide (activity) to understand the steps listed on this slide.

223http://www.cfchildren.org/second-step/middle-school.aspx

A nonprofit working globally to promote childrens social and academic successhttp://www.cfchildren.org/second-step/kindergarten-grade-5.aspx

Intervention K:Self-Monitoring & Self-Evaluation226PurposeTo increase student awareness of a particular behavior so they can learn to take responsibility for their own behavior and control what they do(Sprick & Garrison, 2008)Trainer Talk:This intervention helps students become aware of their own problem behavior and improvements they are striving to make by involving student in keeping records of their own behavior. When self- monitoring, as student observes and tracks certain behaviors either misbehaviors like disruptions or positive behaviors like finishing work. Self-evaluating requires the student to evaluate and record the quality of a specific behavior.

Self-monitoring and self-evaluation can help students take control of situations they believe are hopeless. This intervention is especially effective for students who seem to be motivated but are unaware of their inappropriate behavior and for those who act impulsively and have difficulty taking ownership of their behavior.227Step 1: Develop a Plan Determine the behavior to be monitored and evaluated.If necessary, identify examples of student behavior that set boundaries between responsible and irresponsible behavior.Determine when the student will record behaviors.Develop a recording system for the student.Design a cueing system to prompt the student to record if needed.(Sprick & Garrison, 2008)Have participants take a minute and read through the steps on this slide and the next slide. These are the sub-steps that are involved in the first step of implementation of this intervention (Develop a Plan).

228Step 1: Develop a Plan Plan to have an adult monitor the students behavior initially (and occasionally thereafter) and compare results with the students record.

Identify ways to determine if the intervention is helping(Sprick & Garrison, 2008)Trainer Talk:One of the most important parts of this intervention is to define the goal behavior in as much detail as possible so that it can be taught to the student. Therefore it is vitally important to describe the behavior in observable terms. 229B. Set Boundaries Between Responsible and Irresponsible BehaviorsResponsible Behavior:Irresponsible Behavior:The teacher asks Joan to sit down:Joan nods and sits down.Joan says, Okay, and sits down.Joan does not respond to the teacher but immediately sits down.Joan asks in a respectful tone, I need to sharpen my pencil. Is that OK?

The teacher asks Joan to sit down:Joan sits down but calls the teacher a name or says Why should I?Joan sits down, but in a sarcastic tone says, Okay, whatever you say.Joan does not sit down or respond.Joan goes to sit down in an exaggerated slow motion.

Remind the participants that just like with Cueing and Precorrecting, the first step in Developing the Plan is making sure to define the behavior in objective terms. We want to make sure that everyone, including the student, is well-aware and has a clear understanding of the behavior of concern.

The second sub-step in Developing a Plan is listed on this slide:

It is important to define acceptable and unacceptable behavior clearly and draw the line between the two. With most behavior, the borderline between acceptable and unacceptable is fuzzy and requires definition. This is an example for a student who needs to learn to speak respectfully to adults. The list was generated from the types of misbehavior the student exhibited in the past. If the line between acceptable and unacceptable behavior is difficult to distinguish, it is important to define it through examples prior to teaching the student to self-monitor his behavior. By discussing limits before asking the student to self-monitor, you let the student know in advance what is acceptable and what is unacceptable. This greatly reduces the natural human urge to test the limits. 230D. Develop a Recording System for the StudentTally marksSymbols, such as + and Circling a symbol or numberRating scalesRubricsOthers?

There are many ways to have the student recording their behavior. It is important to remember that self-monitoring can be very beneficial to any student, but remember that the power of self-monitoring can be diluted if the student is embarrassed.

The example on the slide just has the student circling a number for each assignment completed on a given day. There are more examples on the next few slides.231

This was a self-monitoring form that I used with a preschool student (age 4). He was working on keeping his hands in his lap or to himself during any group floor activity (calendar, storytime, academic instruction). Everytime he made it through a group floor time without touching another student, he was to color in a Batman. Because he loved Batman, coloring it in was highly reinforcing and this very impulsive 4-year old quickly became motivated to fill the page with colored in Batmans as quickly as he could. The teacher charted how many Batmans were colored in at the end of every preschool session.

Interesting note: As this content was reviewed, it was noted that Batman is trying to catch the Riddler, not the Joker!232

Here is an example from the Interventions book.233

Here is another example from the Interventions book that is a rubric for self-evaluation of neatness on assignments.234Step 2: Meet with the Student to Discuss and Finalize the Plan Review the problem and the goal.Introduce the procedures that will be followed.Review everyones roles and responsibilities.Conclude the meeting with words of encouragement.(Sprick & Garrison, 2008)Trainer Notes:Below is additional information that can be added to each bullet on this slide if you choose.

Trainer Talk:The first part of the meeting begins with a quick review of the problem and goal. Then discuss the procedures that will be followed, starting with introducing the self-monitoring or self-evaluation system to the student. Then show the student how to record his or her behavior, define responsible and irresponsible behavior, and finally help the student identify a reward for making progress. The review of everyones roles and responsibilities includes modeling and verbally rehearsing the steps, providing a list of the process steps, scheduling a follow-up meeting to discuss progress, and reviewing procedures. The meeting should end with words of encouragement.235Step 3: Implement the PlanEncourage student effortsMake periodic revisions and adjustments to the plan as necessary.When the student demonstrates consistent success, fade the intervention. Once the intervention has been faded, provide continued follow-up, support, and encouragement. (Sprick & Garrison, 2008)Trainer Talk:It is important that you recognize that the student may need a lot of practice, the opportunity to make errors and adjustments, and a lot of encouragement along the way. However, when the student starts to assume ownership of a new behavior or breaks an old habit, gradually remove the monitoring system. Fading can involve increasing time intervals between monitoring. The general rule of thumb is to fade the system when the student demonstrates consistent success, but to provide the student with any support that is necessary for continued improvements. If the student begins to backslide, consider reinstituting formal self-monitoring. Once a student has demonstrated consistent success, it is easy to take appropriate behavior for granted. The student will need continued encouragement and support for his efforts. 236Think about a student who may need to become more empowered to increase awareness of and take control of inappropriate behaviors.

Would Self-Monitoring be an appropriate intervention for the student?

Team Activity237Refer participants to their workbooks.Behavior Intervention ResourcesIntervention Central(interventioncentral.org)Academic and Behavior InterventionsBehavior Categories:AppsChallenging StudentsMotivationRewardsSchoolwide Classroom ManagementBully Prevention

PBIS World

Goals for the DayParticipants willUnderstand the systematic framework for Multi-Tiered System of Behavioral Supports for ALL studentsUnderstand how classroom management and specific Early Stage Interventions provide the necessary foundation for additional behavioral interventionsDevelop an understanding of behavioral assessment and the function it serves

241Goals for the DayParticipants willDevelop a working knowledge of multiple targeted behavioral interventions for individual studentsDevelop an understanding of the use of data in selecting, monitoring, and revising behavioral interventions.242

strengthening pbis in your school: tier ii interventions

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