TIER 3 PBIS:INTENSIVE POSITIVE BEHAVIOR SUPPORT

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Interventions

Complex Functional Behavior Assessment/ Behavior Improvement Plan (Complex FBA/BIP)

Educational Wraparound (K-8th Grade only)

RENEW (9th- 12th Grade only) Rolling out to 6th-8th grade 2013-2014

academic year

Unique Fit

Tertiary-tier intervention plans should be

uniquely designed to fit individual

students needs as opposed to making a

student fit into a prescribed program.

What is a Functional Behavior Assessment?

A method for identifying the factors that predict and maintain problem behavior What? When? Where? Why?

Triggers Immediate Setting Events

Functions/ Outcomes that reinforce the behavior Gain something Avoid something Maintaining Consequence (students laugh, removed

from class, etc) Replacement Behaviors

Still match the function of the problem behavior Student still gets attention, etc

Steps toward desired behavior

Complex FBA/BIP

Setting Event Strategies- eliminate setting events or build in neutralizing routines to defuse the effects of the setting event Sam meets with nurse in morning to talk and

calm down before the day begins Antecedent strategies- eliminate or

modify triggers of the behavior AND provide prompting of alternative/desired behavior Don’t ask student to read aloud in class,

student works quietly with a buddy, student given different assignment

Teaching/ instructional strategies- make problem behavior inefficient by teaching functionally equivalent alternative behavior- works towards desired behavior gradually Teach what working quietly looks like/ with practice

Consequences strategies- make problem behavior ineffective by reinforcing replacement and desired behaviors AND minimizing reinforcement of problem behavior Student raises hand- quickly respond Peers acknowledged for ignoring outbursts of

student

Key is to set REASONABLE expectations If the student is currently out of seat and off

task for the most of the class period and is not turning in any completed assignments. Probably NOT reasonable to expect:

To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week.

More reasonable INITIAL goal: Student will: a) be in seat and on task for at least 20

minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

M.K. Strickland-Cohen (2011) ECS, University of Oregon

If the function of behavior is to Gain Peer Attention, for being in her seat and working quietly for 30 minutes the reinforcer might be: 15 minutes to work with a peer buddy

If the function of behavior is to Avoid Difficult Tasks, for staying on task and completing over 50% of an assignment the reinforcer could be: a “Free Homework Pass”

When possible use consequences for desired behavior that match the FUNCTION of the problem behavior.

Parent Involvement in Tier 3 FBA/BIPs Needs to be proactive, not reactive

Establish a partnership – get help from experienced staff

Involve student, if appropriate Scheduled meetings – not only reactive

meetings Need to listen to parents and incorporate

their ideas into FBAs/BIPs

Tier 3 Team MembersIndividualized by student

Prevention StrategiesPrevention Strategies

Prevention Strategies

Brandon – 4th Grade ODD/ADHDPrevention Strategies E-mail communication - teacher to

mother Supervised transitions Lunchroom supervision Allowed to call mother when upset No recess loss for incomplete work.

Homework routine established at home. Expectation to carry book bag, etc. CICO review for readiness daily Alpha Smart – writing issue

Tier 3 Wraparound

K-8th Grade StudentsTier 3 Intensive Intervention

What is Wraparound?

Wraparound is a process for developing

family-centered teams and plans that are

strength and needs based (not deficit based)

across multiple settings and life domains.

Families define ‘success’ for the team If they define progress/success, as well as

strengths and needs, then they are likely to

be engaged in the interventions.

individual students

built upon strengths

voice, priorities of youth and family

based on unique youth and family needs

culturally relevant teams and plans

plans include natural supports

traditional and non-traditional interventions

multiple life domains

unconditional

Features of Wraparound:

Four Phases of Wraparound Implementation

1. Team Development1. Get people ready to be a team/ who is needed on team?2. Complete strengths/needs chats

2. Initial Plan Development1. Hold initial planning meetings and collect data 2. Develop a team “culture” 3. Begin/ complete Student Action Plan (including an FBA/BIP)

3. Plan Implementation & Refinement1. Hold team meetings to review plans as needed2. Modify, adapt & adjust team plan & Student Action Plan

4. Plan Completion &Transition1. Define “good enough” 2. Unwrap and transition off Wraparound

Student Action Plan

Summarize prior interventions Team membership Student strengths (home, school, and

community) Create a Mission Statement Create a Safety Plan Big Needs of the student Plan/ Strategies to address those needs Progress Monitoring Data to be used FBA/BIP

Tier 3 Wrap Around – Case Study 8th grade – two years behind Bipolar & ADHD psychiatric diagnosis; Emotionally-Impaired

eligibility Below average reading, writing & math Inappropriate sexual comments and behavior to peers;

racist comments; inappropriate use of computer; refusal to work; disrespectful to adults; physical aggression/intimidation to peers

Lives with mother; father present sporadically Large & overweight Guidance Center

Meds last year – Clonidine, Metadate, Abilify & Lithium. Later Geodon & Zoloft.

Probation Officer School in 3rd year of PBIS

John – Review Dates 2012

March 1 March 20 April 20 May 22 June 14 August 24 September 26

March 1

Before March 1 Simple FBA & BIP, background info reviewed

Behavior Consultant observe student for 60-90 minutes

Meet with school team Describe and agree to wrap-around process Identify who to invite to next meeting Begin to outline the plan Brainstorm issues and ideas Assign tasks Set next meeting date with parent(s) Developed an idea of what to focus on at home

March 20

Assessed behavior situation at home – update FBA.

Daily routines in detail. Likes and dislikes. Got information from Parole Officer – boot camp

option tied to school behavior – establish monitoring system.

Got medication information. Established goals and initial interventions. Tightened up CICO and established homework

time at home. Start CICO-type monitoring at home. Explained plan to John at the end – he agreed to it.

April 20

Reviewed data – grades up – only one failing grade; no harassment behaviors; “totally different kid.”

Sleeping in class – adjust bedtime. Manipulating homework; tighten up on procedure. Clarified criteria for Boot Camp. No more vouchering for meds – mother has to pay;

off Lithium, more focused and awake. Eating problem at home. Mentor Mr. J. started to spend time. RR Teacher started PBS-based bully prevention

instruction in two classes. Review with John.

May 22

Court date May 8 - did well. Scheduled for Boot Camp June 1 – missed criteria at

home. Anticipating failing – asked for help to pass. Classroom behavior very improved. Showering daily, but more resistant at home to

homework and chores. Coach mother. Very little homework – 10% Revised reward system – earn money daily for school

and home – enter in to an account. Still on 3 meds. SSW encouraged mother to apply for SSD so that he

can receive his own benefits for meds. Review with John.

June 14

Reviewed Boot Camp evaluation. John came to seek help in office one time when

he was having a problem with a student. Pass into 8th grade. Computers still an issue. Reward system being used. Community service summer project. Off all meds for a week. Learning to speak respectfully to

mother/apologizes. Plan for next year. Continue CICO. Meet with all

teachers to go over his plan before school starts. Review with John.

August 24

Met with new teachers. Mother reports increased disrespect and

aggression towards her. Daily summer program through courts –

some problems, mostly positive. School plan – start very tight; close

monitoring. Established zero tolerance standard for

aggression to mother. Review with John.

September 26

Pre-meeting conference with behavior consultant. School concerned.

Teacher – J. not horrible behavior, but not working.

Breakdown in follow-through at home. Josh has different affect – happier, jokester. Changes to plan

Eliminate home data sheet – change course - get an after-school job – John is15 yrs. old.

Increase reward opportunities in school via CICO. Established criteria for ISS. – walking out of class. Visit to Day Treatment; High School trial.

9th Grade- 12th GradeTier 3 Intensive Intervention

RENEW

RENEW

PRINCIPLESSelf-DeterminationUnconditional CareStrengths-Based SupportsFlexible ResourcesNatural Supports

GOALSHigh School CompletionEmploymentPost-secondary EducationCommunity Inclusion

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RENEW IS….

A flexible, person-centered planning and support service

Driven by the student’s expressed needs, interests, and goals

Designed to foster competence by creating supported educational and career-related experiences in which the youth can be successful

Designed to be flexible and individualized Designed to build social resources for the youth

RENEW Planning Process: Step-by-Step

Phase 1: Futures Planning

Adult meets with student weekly for 1 class period

Complete 10 “Maps” on various areas of their life

Relationship is cultivated between adult and student

Adult asks prodding questions to student and records discussion on poster paper in words and pictures

RENEW Maps

• Use graphics and words

• Use flip chart paper• Engaging for

participants

Phase 2: Team Development Discuss available resources Discuss who student wants on their team Reach out to potential team members Collect any relavent data

Phase 3: Implementation & Monitoring

Define specific goals and steps toward goal Student RENEW Action Plan

Meet as needed with student team around a goal

Assign tasks/ duties to team members Create Goals and Next Steps plan Determine how you will monitor progress Continue to meet until goal is reached

Create a new team for next goal

Tier 3

Individualized and intensive Ensure all students first receive Tier 2

interventions Specialized and specific to student needs Complex FBA/ BIP Educational Wraparound (k-8th Grade) RENEW (9th Grade- 12th Grade)