welcome! pbis targeted interventions: overview & lessons learned by sherry schoenberg &...
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Welcome!PBIS Targeted Interventions: Overview & Lessons Learned by Sherry Schoenberg & Cassandra Corley
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Introductions
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Objectives
1. Understand PBIS Targeted Level within a RtI Framework
2. Define Targeted Interventions3. Highlight the systems needed at the targeted level4. Review Check-In/Check-Out & Teacher Check,
Connect and Expect 5. Highlight role of FBA within the Targeted Level6. Identify other Targeted Practices7. Identify/assess/action plan around the critical
features of Targeted Interventions
Core Features of a Response to Intervention (RtI) Approach
• Investment in prevention• Universal Screening• Multi-tiered, prevention-based intervention approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individual and group interventions commensurate with
assessed level of need
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
~80% of Students
~15%
~5%
Establishing Continuum for VTPBiS Intensive PREVENTION
• Function-based support• Wraparound• Person-centered planning
•
Intensive PREVENTION• • • • • Targeted PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
Universal PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement
Targeted PREVENTION• • • • •
Universal PREVENTION• • • • • •
Universal Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Individualized data tools
Check-in/ Check-out
Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Targeted
Tier 3/Intensive
Inte
rven
tio
nAssessm
en
t
What is a Targeted Intervention?
• An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout the school day.
• Interventions provide additional student support in academic, organizational, and/ or social support areas.
When to Consider Targeted Interventions
• When universal systems are not sufficient to impact behavior
• When students display chronic patterns of disruptive behavior
• When concerns arise regarding students’ academics or social behavior
Which students might need more than Universal Level supports?
• Chronic office disciplinary referrals for minor behavior problems
• Attendance/late to school• Frequent nurse visits• Homework not completed• Behavior concerns not addressed through
existing discipline system (e.g. social withdrawal, internalizing)
• Other
Using the Referrals by Student report as a Universal Screening Tool
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
15
Critical Features• Rapid access to intervention (less than a week)• Positive system of support• Students agree to participate• Parents are involved• Implemented by all staff/faculty – very low effort• Flexible intervention based on simple assessment of
function of behavior• Adequate resources allocated (admin, team)• Continuous monitoring and decision-making• Administrative support
Examples: Targeted Group Interventions Based on Functions of
Behavior (Motivation) Access Adult Attention/Support:
Check-In/Check-Out Adult Mentoring Programs
Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function:
academic task escape) Academic Skills Support
Organization/Homework planning support Homework completion club Tutoring
Targeted Team has two functions:
1. Systems level design and accountability
2. Student intervention planning and monitoring
Targeted System:
• Develops and reviews targeted system development:– Creates referral process, system for student
screening, process for parent contact, measurement of overall targeted intervention effectiveness
– Reviews data for decision making about practices (not individual students)
– Link between targeted interventions and Universal system
Targeted for student planning and referral:
• Receive referrals• Begin student in (Check-in/Check-out) intervention
within 72 hours (unless otherwise specified)• Communicate with staff and parents about
intervention• Evaluate student progress-exit student from
intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions
Targeted Team and EST Considerations
• PBIS Targeted Team for student planning is similar to the work of EST.
• EST and PBIS Targeted team may be separate or combined team but should not be duplicative.
• Develop your PBIS targeted system to fit within your school’s context.
Goal: “Work smarter, not harder!
Role of Administrator
• Administrator needs to….– Know what the practices look like when
implemented with fidelity;– Be aware of data using tracking tools; help decide
what needs to change;– Be active/visible on teams;– Be “hands on” with the student plans;– Troubleshoot systems level issues.
Most Promising Targeted Intervention
Check-in/Check-out (CICO)or
Teacher Check, Connect and Expect (TCCE)
Every school does not need every targeted intervention. All schools need CICO or TCCE
Check-In/Check Out Implementation Manual
• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com)
© 2005 by The
What is Check-In/Check-Out and Teacher Check, Connect and Expect?
A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:
– Students who do not respond to school-wide interventions
– Students with repeated referrals– Students seeking adult attention
Check-In/Check-Out: How does it work?
• Morning check-in – Students checks in with coordinator within 15 minutes of
arrival time– Coordinator collects and hands out Daily Progress Report
(DPR) form– daily goal set with students– Students encouraged to make good choices
• Student gives DPR form to each teacher prior to each period (section of time).– (Can also be used in cafeteria or playground… anywhere
there is a supervisor).
Check-In/Check-Out: How does it work? (cont’d)
• End of day check-out– During last 20 minutes of the day– Goes over daily progress– Reviews progress towards goals– Points tallied– Reward– Graphs student progress
• Daily Progress Report form copy taken home and signed.• Return signed copy next morning.
Teacher Check Connect and Expect: How does it work?
• Student is greeted in a friendly positive way by the teacher.• Teacher reviews behavior expectations with the student, and
encourages student to do well.• After each time period, teacher checks in with student about
progress during time period and indicates points on daily progress report (DPR).
• At end of day, teacher writes the total amount of points achieved for the day on DPR.
• Completed DPRs are sent to the targeted team for input into data information system.
• Targeted team reviews progress after four weeks unless otherwise indicated.
CICO Planning Activities
1. Determine how CICO or TCCE will be implemented in your school
2.Develop DPR3.Develop reinforcement system for students 4.Develop referral system5.Create system for managing daily data6.Plan for fading students off intervention7.Develop staff training8.Develop student and parent training
Teacher Check Connect and Expect: How does it work?
• Student is greeted in a friendly positive way by the teacher.• Teacher reviews behavior expectations with the student, and
encourages student to do well.• After each time period, teacher checks in with student about
progress during time period and indicates points on daily progress report (DPR).
• At end of day, teacher writes the total amount of points achieved for the day on DPR.
• Completed DPRs are sent to the targeted team for input into data information system.
• Targeted team reviews progress after four weeks unless otherwise indicated.
Paw Print Card We Expect Your Best!
Date ____________________ Student ____________________________________ 0=No1=Sorta2=Great!
Be Safe Be Respectful Be Responsible
Teacher Initials
8:30 AM toAM Break
1.0 1 2 0 1 2 0 1 2
AM Break to Lunch 0 1 2 0 1 2 0 1 2
Lunch to PM Break
0 1 2 0 1 2 0 1 2
PM Break toEnd of day
0 1 2 0 1 2 0 1 2
Total Points = ________________ Points Possible = 24 (18 Fridays)
Today _________________%Goal _________________%
Successes: ______________________________________________________________________
Parent Signature__________________________________________________________________
Another Important Feature of PBIS at the Targeted Level: FBA
A process that focuses on changing environmental factors instead of fixing the
person.
It’s about what we as adults will do differently!
FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Steps for Conducting a FBA-BIP Process
1. Define the Challenge/Identify Goals.2. Gather Information. 3. Generate a hypothesis statement.4. Build a “Competing Behavior Pathway” to identify possible
elements of a Behavior Intervention Plan.5. Design & Evaluate a Behavioral Intervention Plan.6. Plan for effective implementation of the Behavior Intervention
Plan.7. Monitor regularly and modify based on observed progress.
Adapted from Crone, D.A. and Horner,R.H., 2003
Behavioral Pathway
Setting Event
Days with Gym
Antecedent
Less structured activities that involve competition
Problem Behavior
Negative comments about activity and to peers leading to physical contact
Consequence
Sent out of Gym
Function
To escape setting
Build a Competing Behavior Pathway
Setting EventTriggeringAntecedent
Desired Behavior
Problem Behavior Maintaining
Consequence
ReplacementBehavior
MaintainingConsequence
Adapted from Crone, D.A. and Horner,R.H., 2003
Desired BehaviorUse words to
express self & ask for help
Maintaining Consequences Successful Social
Interactions
Setting Events
Days with gym
Triggering Events
Confusion with rules during unstructured
games
Challenging Behavior
Fights/hits other students
(sometimes teacher)
Maintaining Consequences
Adult intervenes
Alternate Behavior
1. Yell (don’t touch)
2. Squeeze hands & stomp feet
3. Get an adult
FBA/BIP Worksheet
Behavior Intervention Program (BIP)
•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective
Brief Function-based Interventions
•
Setting Event Supports
•Add check-in before gym
Teaching Strategies
•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)
•Teach how to approach gym teacher to ask for a drink of water to leave setting.
•Teach student how to re-enter and continue with activity
Consequence Supports
•Acknowledgingrewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)
Antecedent Strategies
•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport
•. More frequent activities with less focus on competition (parachute, 4-square, etc...)
•Pre-correct
Setting up a school-wide FBA process:• Who makes the referral?
• What form do they use? • Where or to whom does the referral form go? • Who or what group reviews the referral form to see if Simple FBA needs to be done? • Who schedules the Simple FBA, informs teachers and others who need to know? • Who completes the Simple FBA? • Who or what group develops the testable hypothesis? • Who or what group develops the simple behavior support plan? • What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA,
testable hypothesis statement and development of simple behavior support plan? • When and by whom is BSP reviewed to see if it is working?
What else happens at the Targeted Level?
• Increased focus on function of behavior:– continuum from simple FBA to more complex FBA/BIP.– assessing link between academic and behavior functions
• Universal screening:– Similar to annual vision/hearing screening.– helps identify students beyond ODR data.– Assesses early identification of mental health problems.
• Other interventions:– Life Space Crisis Intervention– Social skills – Targeted therapy groups
Lessons Learned• Targeted interventions are hardest to implement• Clarify role of EST verses Targeted (student and systems) Team. • Don’t immediately individualize CICO or TCCE • It’s okay to “pilot” CICO or TCCE intervention but plan to fully roll-
out.• Targeted interventions should directly connect to Universal level
practices.• Someone with behavior management skills needs to be on the
Targeted Team.• FBA is done after existing targeted interventions are not effective.• All staff need to have basic understanding of “function” of
behavior.• Develop a process for completing FBAs at your school.
10 Critical Features for Targeted Interventions
1. Intervention is linked directly to school-wide expectations and/or academic goals.
2. Intervention is continuously available for student participation.
3. Intervention is implemented within 3 school days of determination that the student should receive the intervention.
4. Intervention can be modified based on assessment and/or outcome data.
5. Intervention includes structured prompts for ‘what to do’ in relevant situations.
Targeted Interventions: Critical Features6. Intervention results in student receiving positive feedback from
staff.
7. Intervention includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. Orientation materials provide information for staff/substitutes/volunteers who have students using the intervention. Opportunities to practice new skills are provided daily
10. Opportunities to practice new skills are provided daily
What can schools do?
• Schools at Universal Level:– Work on implementing Universal to 80/80 on SET– Register to attend Targeted Training– Prepare to complete Inventory of Targeted Interventions
• Schools already at Targeted Level:– Complete self-assessment of Critical Features: What’s “in
place”, “partially in place”, “not in place”– Action Plan around next steps– Review Inventory of Targeted Interventions– Continue to develop FBA procedures