tier 2 interventions: systems, practices, data, and outcomes
DESCRIPTION
Tier 2 Interventions: Systems, Practices, Data, and Outcomes. Lori Lynass, Ed.D . NWPBIS Network www.pbisnetwork.org. Acknowledgments. Hill Walker, U of O Doug Cheney, U of WA Kathleen Lane, Vanderbilt Clay Cook, U of WA Jeff Sprague, U of O Bridget Walker, Seattle U - PowerPoint PPT PresentationTRANSCRIPT
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Tier 2 Interventions: Systems, Practices, Data, and Outcomes
Lori Lynass, Ed.D.NWPBIS Network
www.pbisnetwork.org
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Acknowledgments
• Hill Walker, U of O• Doug Cheney, U of WA• Kathleen Lane, Vanderbilt• Clay Cook, U of WA• Jeff Sprague, U of O• Bridget Walker, Seattle U• Wendy Iwaszuk, Beach Center, Kansas• Tricia Hagerty, Highline Public School
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Systems, Data, Practices, Outcomes
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Cedarhurst Elementary PBIS
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2005-2006 2012-1013
60% = 233 Students
93% or 632 Students
21% = 80 Students
5% or 36 Students
19% = 73 Students
1% = 8 Students
6+ ODR2-5 ODR0-1 ODR
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Building the Airplane While Flying It
Social and Behavioral Support for All Students
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Factors that Place Children At-Risk
• Biology/physiology• Socioeconomic status• Family Conflict• Family Composition• Parenting Style
• Lack of health care• Poor nutrition• Frequent moves• Temperament• Academic failure
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Mental Health: What Do We Know?
• The most common conditions include– Anxiety (31.9%) – Behavior disorders (19.1%) – Mood disorders (14.3%)– Substance use disorders (11.4%)
• Approximately 40% of individuals meet criteria for multiple disorders.
(Merikangas et al., 2010)
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Tier 2 Rationale: Early Intervention is Vital
• Research suggests that there’s a ‘window of opportunity’ ranging between 2-4 years when prevention is critical
Great Smoky Mountains Study: Age Between First Symptom and Initial Diagnosis
Source: O’Connell, Boat, & Warner, 2009
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What is a Tier 2 Intervention?• An intervention (or set of interventions)
known by all staff and available for students during the school day
• Interventions that provide additional student support in academic, organizational, and/or social support areas
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Tier 2 Interventions(Hawken, Vincent, & Schumann, 2008).
• Assumes a Tier 1 School wide PBIS is in place – SET, BOQ• Involves a problem-solving focused behavior support team• Screening to identify a % of students non responsive to Tier 1• Readily available and easily accessible• Uses efficient, available evidence based practices• Includes data-based progress monitoring & decisions• Have an entry & exit criteria, with non-responders moving to Tier 3
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Goal of Tier 2 InterventionsTo Make the Problem Behavior:
• Ineffective• Inefficient • Irrelevant • Unstable
* Some of this occurs through changes to the environment.
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Tier 2: Small Group Interventions
–Social Skills Groups (Redefining Counselor Groups)
–Check In/Check Out, Check, Connect & Expect–Executive Functioning Skill Groups–Academic Support Groups–Self-Monitoring
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SST13 at SWOSERRC
Why do Targeted Interventions Work?
• Improved structure• Prompts are provided throughout the day for correct behavior.• System for linking student with at least one positive adult.• Student chooses to participate.
• Student is “set up for success”• First contact each morning is positive.• “Blow-out” days are pre-empted.• First contact each class period (or activity period) is positive.
• Increase in contingent feedback• Feedback occurs more often.• Feedback is tied to student behavior.• Inappropriate behavior is less likely to be ignored or rewarded.
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Important Notes About Tier 2• Do not lose sight of Tier 1
• Common misperception is that interventions will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention
• Successful interventions will require high level of involvement among ALL staff within the school building
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The Tier 2 Team
• ENTRY, EVALUATE, EXIT
• Determine & Oversee Referral Process• Review Students Referred• Monitor Implementation Fidelity• Evaluate Outcomes and Make Decisions
– Ongoing Progress Monitoring– Fidelity of Implementation– Social Validity
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Outcomes
Systems: To sustain the implementation
Data: For decision making
Practices: Evidenced-based and doable
SWPBS IMPLEMENTATION DRIVERS
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Are We Ready for Tier Two?• For Tier Two supports to
be most successful, basic components of Tier One should be in place.
* Check Classrooms• Time must be dedicated
for Tier Two to be implemented.
• Support from staff and admin must be available.
• Professional development must occur.
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Is Tier One in Place in the Classrooms?
• Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations
• Teaching classroom routines & cues taught & encouraged• Ratio of 4-5 positive to 1 negative adult-student interaction• Do Staff Agree with and Understand Classroom and Office
Managed Behaviors• Active supervision• Redirections for minor, infrequent behavior errors• Frequent pre-corrections for chronic errors• Effective academic instruction & curriculum
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Knowing Function of Behavior to Determine Intervention
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“Can’t Do versus Won’t Do”
• Can’t Do or Don’t Know When To Do- Skill Deficit - Performance Deficit - Perception Deficit
• Won’t Do- Function of Behavior
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Can’t Do: Skills Building
• Social Skills Groups– Assertion Skills, Anger Management, Friendship
Skills, Empathy Skills• Executive Function Skills Groups
– Organization Skills, Emotional Control, Time Management
• Academic Skills Groups– Context Reading Skills, Math Skills
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Three Functions of Behavior
Problem Behavior
Escape/Avoid
Social Activity
Peer Adult
Obtain
Social Activity Tangible
Peer Adult
Automatic
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We Also Have To Think Functionally When Choosing Interventions
• “Problem Behaviors” are functional skills• Interventions must consider the purpose of
behavior (from student’s perspective)• Seek a match from intervention menu for the
needs of each individual student
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It Starts With The Team
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Functions of The Tier 2 Team• ENTRY, EVALUATE, EXIT
• Determine & Oversee Referral Process• Review Students Referred• Monitor Implementation Fidelity• Evaluate Outcomes and Make Decisions
– Ongoing Progress Monitoring– Fidelity of Implementation– Social Validity
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3-Tiered System of Support
CICO
SSG
Exec Func Skills
ComplexFBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
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Derby Ridge Elementary Teaming Structure
Special Education Team
Tier 3 Team
Tier Two Team
CORE PBIS Team
Grade Level Teams
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Establishing the Tier 2 Team
• May be part of the existing PBIS leadership team.
• May be an extension of the existing PBIS leadership team.
• May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in your school -
SIT team, Care team, MDT team.
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Tier 2 Team Members
• Tier 2 Coach• PBIS Coordinator• Counselor • Psychologist• Teachers• Administrator• Other Para-professionals
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Team Uses Problem Solving Format
• http://www.rsd.edu/teach-learn/response-to-intervention.html– Instructional Support Team Video– Richland School District
(Process Example)
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DiscussionTier 2 Team
• What Tier 2 team format might work best for your school?Who would be on your Tier 2 team?
• When could this team meet?• What would need to happen to create a Tier 2
team?
10 Minutes
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Establish Entry Criteria
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Establish Entry Criteria
• A team agreed process should be established for how students enter Tier 2 programs. Common entry criteria:– Office Referrals– Teacher Nomination - Through Process– Counselor Nomination– Screening Results
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How most schools determine student need for services
• Office discipline referrals & Teacher/Staff referrals are commonly used
• Only 2-5% of schools screen all children for mental heath reasons (Romer & McIntosh, 2005)
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Office Referral Information
But Who Are We Missing?
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How Are We Currently Screening For Social Behavior?
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Screening for “At-risk” Students
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Screening
• Use of a Validated Screener:– Six-Eight (Oct-Nov) weeks after school begins & in
Spring– At the end of the year if desired (provides
information for planning)– As a new student enters if needed
* Academic Screening Data Also Considered
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Choosing A Universal Screener
• Choose a Screener that:1. Is appropriate for its intended use and that is
contextually and developmentally appropriate and sensitive to issue of diversity
2. Has Technical Adequacy3. Useable - efficient, feasible, easy to manage
- Calderella,Young, Richardson & Young, 2008
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Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)
• Originally normed K-6, recently normed for middle and Jr High (Calderella,Young, Richardson & Young, 2008)
• Multiple gating procedures following mental health & PBS model
• Externalizing and Internalizing dimensions• Evidence of efficiency, effectiveness, & cost benefits• Exemplary, evidence-based practice
• US Office of Special Education, Council for Children with Behavior Disorders, National Diffusion Network
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Multiple Gating Procedure (Severson et al. 2007)
Teachers Rank Order 3 Ext. & 3 Int. Students
Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales
Gate 1
Gate 2
Pass Gate 1
Classroom & Playground Observations
Gate 3Pass Gate 2
Tier 2,3Intervention
Tier 3 Intervention or Special Ed. Referral
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SSBD Screening Internalizing Behaviors
• Examples– Not talking w other children– Acting in a fearful manner– Not participating– Avoiding or withdrawing– Not standing up for one’s self
• Non-examples– Initiating social interactions– Having conversations– Joining in with others
Externalizing Behaviors
• Examples– Displaying aggression – Arguing– Defying the teacher– Being out of seat– Disturbing others
• Non-examples– Cooperating– Sharing– Working on tasks
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SSBD: Sample Questions• Critical Events (Behavioral Earthquakes):
– Sets Fires, – Vomits after eating, – Exhibits painful shyness
• Maladaptive Behavior– Requires punishment before s/he will terminate behavior.– Child tests teacher imposed limits.
• Adaptive Behavior– Is considerate of the feelings of others.– Is socially perceptive.
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SSBD Differentiates Grads , Non-grads, Comparisons
Graduates Non-Graduates Comparison
SSBD Critical
Events
5.9 (2.8) 5.4 (3.0) 5.2 (2.8)
SSBD Maladaptive 31.2 (10.5) a 37.2 (5.7) b 32.2 (7.8) a
SSBD Adaptive 32.3 (8.0) a 28.0 (4.8) b 30.6 (6.8) a
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Student Risk Screening Scale (Drummond, 1994)
• Originally normed at elementary level, recently normed at middle and high school (Lane, Kalberg, Parks, & Carter, 2008)– Classroom teacher evaluates and assigns a
frequency-based, Likert rating to each student in the class in relation to seven behavioral criteria
– Score indicates the level of risk (low, medium, high)• Scores predict both negative academic and behavioral
outcomes• Effective, Efficient and Free
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Student Risk Screening Scale (Drummond, 1994)
lies, cheats, sneaks, steals, behavior problems, peer rejections, low achievement, negative attitude, Aggressive.
Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)
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SRSS
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Student Internalizing Behavior Screener (SIBS, Cook et al. 2008)
• Normed K-12 Grade. Rates on 7 Items:• Nervous or Fearful• Bullied by Peers• Spends Time Alone• Clings to Adults• Withdrawn• Seems Sad or Unhappy• Complains About Being Sick or Hurt
– Rated on a 4-point Likert scale (never, seldom, sometimes, frequently)
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BASC- Behavior and Emotional Screening Scale (BESS, Pearson Publications)
• Based on BASC by Reynolds & Kamphaus, 2002• Universal screener with norms for preschool & K-12, • Includes teacher, parent, and self-rating forms grades 3-
12. 3-5 minutes per form. Completed on all students in class.
• Hand scored and scannable forms (in spanish too), ASSIST software available
• Provides comprehensive summary of student scores and teacher ratings across the school
• Assessment of a wide array of behaviors that represent both behavioral problems and strengths, including internalizing problems, externalizing problems, school problems, and adaptive skills.
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Sample of BASC-2/BESS Form
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Administration & Scoring Criteria
• The BASC-2/BESS uses T-scores to communicate results relative to the average (mean=50)
• Identifiers and percentile ranks are provided for ease of interpretation
• Normal risk level: T-score range 10-60• Elevated risk level: T-score range 61-70• Extremely Elevated risk level: T-score range ≥
71
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Screening Activity
10 Minutes
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What Are Your Initial Thoughts?What Other Information Might You Seek?If You Have 3 Slots for Tier 2, Whom Do You Serve First?
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In Addition to Screening Consider:
• Teacher/Counselor/Parent Request Forms• Office Referral Data• Academic Data• Classroom Minor Data• Attendance
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Questions to Consider
• When to do screening?• Who should prepare the forms?• Who should administer the screener?• Who should score them?• When and how should the results be
shared?
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We Have Screened, Now What?
• Make Sure You Have A Plan For What to Do Once You Screen..
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2009 Bridget Walker, Ph.D.
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Sample List of Students Identified Through Schoolwide Screening
How could this information help you determine where your limited support resources should focus?
Bridget Walker, Ph.D.
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Monitoring Effectiveness and Fidelity of Tier 2 Interventions
Fidelity Checklist
A good plan implemented poorly…is a bad plan.
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Monitoring Progress In Tier 2
• Each Student Should Be Monitored Weekly and Discussed Twice Monthly to Determine :– If they are responding to the intervention– If the intervention is the correct intervention– If the intervention needs to be adjusted– If the student is ready to exit
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SWIS-CICO ReportDaily Points Graph
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Monitoring Fidelity of Tier 2 Interventions
• Core features of interventions should be adhered to.
• The fidelity of Tier 2 programs should be monitored by the Tier 2 team.
• Look over the Tier 2/3 Tracking Tool and Systems-Response Tool.
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Monitoring All Interventions
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Tier 2: Summary of The Big Ideas
• Do the easy stuff first (efficiency is a major goal)• Processes are as important as practices• Use of Evidence Based Practices based on Behavioral
Science• Teaming is critical• Administrative support is critical• Data Based Decision Making
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Some Students Just Need A Little More Support