Culturally Responsive Practices- Behavior Intervention Plans Presented by Dr. Kim Sherman

Culturally Responsive Practices-

Behavior Intervention Plans

Presented by Dr. Kim Sherman

www.laspdg.org

Considerations• This webinar is being recorded and will be

available for viewing at www.laspdg.org • If you need to ask a question, please use the

Chat Pod on your screen• To download the materials for today, you can

click on the files in the file share pod on your screen and save them to your computer

Roll Call

• At this time, EVERYONE please use your chat pod and type your first and last name as well as your district/LEA that you are representing

People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

Where Are We Going?• What is a BIP?

• Informal Needs Assessment

• Using Data to Inform Intervention Planning

• Intervention Protocol Examples

• Implementation Fidelity Tips

• Progress Monitoring

What is a Behavior Intervention Plan?

• A customized intervention plan for a student experiencing a high-level of risk whose needs cannot be met with Tier I (universal) or Tier II (standard protocol) interventions

• Informed by Functional Behavior Assessment

• Goal is to reduce target (problem) behavior(s) and increase appropriate behavior(s)

Your Turn to VoteWhat is your biggest BIP challenge?

• We need more intervention options.

• Our BIPs are too vague or too confusing.

• Our BIPs do not get implemented with fidelity.

• Our BIPs are not matched to student needs.

Using FBA Data to Inform Intervention Planning

• Hypothesis Statement

• Interview Summary Data

• Baseline Data

• Preference Assessment

Link FBA Data to Interventions

• Help students access same function problem behavior serves

• Avoid actions that may feed the problem

• Identify skills to teach and/or motivate

• Select promising implementation times, locations, rewards, and reward intervals

Hypothesis Statement• Summarizes relationship between the:

– Antecedent

– Behavior

– Consequence

• Articulates the function (i.e., what the student gets through the problem behavior)

Intervention Options: Alter the ABCs

• Change Antecedent to PREVENT problem

• TEACH desired Behavior

• Alter Consequence to REINFORCE desired behavior and minimize reinforcement of problem behavior

Hypothesis Statement

When teacher attention is diverted from Sam,

he talks out of turn, which results in teacher

attention in the form of verbal redirection.

Change Antecedent to Prevent Target Behavior

During _____ adults will provide

attention to Sam every ______ minutes.

Fill in the blanks based on FBA interview and observation data. When/where and how often does the behavior occur?

Compete with the Current Triggers and Reinforcers

• Consider reinforcing non-occurrence of problem behavior at a more frequent rate than the problem behavior typically occurs.

• If a student typically displays an attention-seeking problem behavior every 10 minutes, consider giving attention after every 5 minutes that the problem did not occur.

Differential Reinforcement:Sample Intervention Protocol

At the start of journal time, Ms. Z. will set her phone to vibrate every 3 minutes.

When 3 minutes is up, if he did not talk out, she will stop by his desk and praise him. “Nice job writing quietly.”

Talk-outs will be ignored.

At the end of each interval, she will check Y or N to indicate whether talk-outs occurred.

Your Turn to Vote:

At baseline, Jan’s cursing occurs every 20 minutes and is followed by verbal redirection. We should give her attention every:1.20 minutes2.30 minutes3.15 minutes4.Day at Morning Check In

Teach a New Behavior

When teacher attention is diverted from Sam,he will raise his hand and say, “Excuse me…” and adults will provide attention.Next steps: • Identify who will teach • Plan lessons to teach this skill• Develop classroom protocol• Train relevant teachers• Monitor Progress & Integrity

Hypothesis Statement

When teacher attention is diverted from Sam,

he talks out of turn, which results in teacher

attention in the form of verbal redirection.

Alter Consequences:Reduce Reinforcement of

Problem Behavior

When Sam talks out of turn, teachers will ignore his talking.

ORWhen Sam talks out of turn, teachers will point to the cue card on the wall reminding him to be quiet.

Intervention “Starter” Examples for Escape-Maintained Behavior

• Alter non-preferred tasks/contexts • Provide (limited number of) choices • Teach him or her to request help or breaks• Present a preferred option following

engagement in the non-preferred activity• Increase rate of reinforcement • Avoid consequences that enable escape

We selected some interventions. Now what??

As a team:•Decide where and when to implement and who will be responsible.

•Task analyze. Develop a step-by-step protocol.

•Train relevant team-members. – Review protocol, model, practice, observe initial

implementation

Sample Task Analysis:Providing Choices

At the start of fact practice time, Mr. Burger tells Ronald that he has a choice of completing a Cover, Copy, Compare sheet or a traditional math calculation worksheet. He tells him that if completes one option within the 15-minute work time, he will get to go to the Game Room for the last 10 minutes of the period, but that if he does not finish, they will have a “working lunch” to get it done.

He displays the options and says, “This worksheet or this one?” If he chooses an option within 10 seconds, Mr. Burger says, “Nice job

making a choice today. Now start …” If he does not make a choice, remind him that he will earn Fun Room if

he finishes one option and that he will need to finish during “working lunch” if he does not. Then, praise peers for getting started.

Explicit Timing,Feedback,

and Public PostingIncreasing Work Rate, Accuracy,

& On Task Behavior

Got Students with these Concerns?

• Slow to transition

• Fails to complete work or produces minimal output

• Plays, chats, rests head, daydreams, or wanders during work or transitions

Know a kid (or several) like this?

• Engaged by computer• Likes to know his/her score

and beat his/her best • Likes to “race” or compete against self or clock• Works best in structured increments / chunked tasks

These Interventions are for ALL of those Kids!

• Let’s go from this to

Typical Explicit Timing Procedures:• Tell students they will be timed for a task• Tell them the time limit / intervals• Use Visible and/or audible timing cues• (Provide reward for meeting goal)• Note: explicit timing alone won’t resolve a skill deficit, but it may boost motivation / engagement

Explicit Timing & Feedback Research• Increases accurate work response rate (i.e., amount of

work correctly completed in a given time) for reading, writing, & basic math computation

• Improves on-task behaviors including timely transitions

• Public posting leads to further improvements, beyond the effects of explicit timing and individual feedback alone

Cates & Rhymer 2006; Rhymer et al., 2002; VanHouten, Hills, & Parsons, 1975; VanHouten et al. 1974

Sample Research Results• Students completed more basic computational

problems correctly per minute during an explicitly timed session than during an “untimed” session of the same length (Rhymer et al., 2002).

Sample Research Results• Students were explicitly timed for 10 mins. during a

composition task. They self-counted their words. Their personal highest scores were publicly posted and updated each time they achieved a personal best.

• Students doubled the number of words written and increased quality ratings compared to performance in an “untimed” 10 minute block without feedback.– Teachers reported fewer off-task interactions during

the explicit timing phase (VanHouten et al., 1974).

Public Posting Research Example

• Publicly posting names of students who transitioned quickly to class after recess significantly reduced the number of late arrivals

(Hall, Cristler, Cranston, & Tucker, 1970)

Explicit Timing & Performance Feedback

People like to know & see:• How much time do I have (left)?• How much work did I complete?• Am I correct?• Did I meet my goal?• Did I beat my best score?• Can I see my progress?

Performance Graphing to Increase Writing Output

At the start of journal time, Ms. A will show Jon his bar graph and say, “Remember your goal is to write at least 40 words. In 15 minutes we will count your words and color in a bar.”

“If you reach the 40-word line, you will earn your bonus buck for 5 free minutes.”

Ms. A says, “Begin writing” and starts the timer. When 15 minutes is up, she reminds Jon to count his words and

color in his bar graph. If he met the goal, she provides the reward and says, “You stayed

on task, worked hard, and you wrote 40 words! Nice job.” If not, she provides brief feedback on his writing and reminds him that he’ll have a chance to reach 40 words tomorrow.

Performance Feedback Motivates Progress & On Task Behavior

Self Monitoring

http://www.lehigh.edu/projectreach/teachers/ self-management/sm-implement.htm

Buzzer Was I writing?

1 Y N

2 Y N

3 Y N

4 Y N

At the start of journal time, Ms. B hands Jan the vibrating stopwatch and monitoring sheet.

Ms. B says, “When it buzzes, circle Y if you were writing and N if you were not working on your writing.”

Remember if you were writing for three of the four buzzes, you will earn your Bonus Buck.

At the end of journal time, Ms. B reviews the monitoring sheet w/Jan and provides praise and a Bonus Buck, if earned. She gives her feedback on her behavior and encouragement to try again next time, if she did not meet the goal.

Public Posting Example

Public Posting Example

GOAL SETTING

Public Posting of Visual Data

Public Posting was one Strategy for Addressing Attendance

Walter L. Cohen Attendance2008-09 and 2009-10

88.0%

69.4%

74.0%

70.5%67.5%

76.3%

71.1% 71.9%

89.2% 87.8% 86.6% 85.9% 86.3%

79.8%82.7%

90.3%

0.5

0.55

0.6

0.65

0.7

0.75

0.8

0.85

0.9

0.95

AUGUST SEPT OCT NOV DEC JAN FEB MAR Month

Pre

se

nt

2008-2009

2009-2010

Timely Transitions Game (i.e.,TTG)• Designed to reduce room-to-room

transition times through the use of: – Explicit timing – Publicly posted feedback– An interdependent group contingency w/

randomly selected transitions and criteria

• Studies have shown decreases in transition times in middle and elementary classrooms

(Skinner & Campbell, 2004; Yarborough et al., 2004).

Materials

• Stopwatch• 2 containers (1 for transitions, 1 for criteria)• Reinforcers (i.e., popcorn, movie, games, etc.)• Feedback Chart (in view of all students)

Baseline

• Use stopwatch discretely to measure elapsed time between transitions– Start stopwatch after directing students to transition

• If leaving classroom, start timing once students are instructed to line up

– Stop stopwatch once all students have transitioned & are seated quietly in assigned location

• Collect Baseline for 3 days

Preparation Procedures

• Review baseline data & select acceptable transition times (i.e., ranging from 40 to 100 seconds)

• Write transitions (e.g., To lunch, From Reading, etc) and times (i.e., 50 seconds, 132 seconds, etc) on separate slips of paper & place in separate containers on teacher’s desk

• Develop chart

Example of TTG Chart

Date To P.E. From P.E. To LunchFrom Lunch

Randomly Selected

Time

P-O-P-C-O-R-N

9-3-12 379 122 57 66

Training & Implementation Procedures

• Review & model expected transition behaviors (i.e., desk cleared, sitting in seat quietly, etc.)

• Introduce explicit timing procedure • Explain the reward procedure• Practice in mock transitions• Use prompts (i.e., “it’s time to line up now”)• Use stopwatch to explicitly time transitions • Announce transition time in seconds and

immediately record on chart

End-of-Day Procedures

• Draw a transition time (i.e., To Lunch, From Reading) from Transitions container to indicate which transition will determine if group/student earned reward. Place a star by it.

• A criterion time will be drawn from Criteria container & compared w/ actual transition time for selected transition. Record it.

• Record a reward letter if students’ transition time was ≤ the randomly selected criterion time.

Example of Completed TTG Chart

Date To P.E. From P.E. To LunchFrom Lunch

To Computer

Randomly Selected

Time

P-O-P- C-O-R-N

9-3-12 379 122* 57 66 172 132 P

9-4-12 221* 52 64 92 60 50 -----

9-5-12 89 79 101 71 74* 122 O

Teaching Social Skills

• Learned behaviors that facilitate effective, positive interactions

• Skills that help us avoid problematic behaviors and negative interactions

• Predict academic achievement• Protect against rejection, bullying, violence,

internalizing and externalizing disorders

What are Social Skills? Why are they important?

Interventions are moderately effective in improving social skills and reducing problem behaviors

Group format is more effective Authentic practice situations Peer modeling opportunities

Social Skills Instruction

Identifying Students & Skills

If students already have the skill, focus on motivation-based interventions, not skill instruction.

Choose skills students do not yet demonstrate

Choose skills important for success in current contexts

Teaching Social Skills

Tell Show Do / Practice Generalize Monitor Progress

Format is JUST like academic instruction!

SOCIAL SKILL LESSONASKING FOR HELP POLITELY

Asking for Help Politely

Today, we will: List situations in which we sometimes need

help

Explain how to ask for help politely

Pretend to ask for help politely

Ask for help politely in real situations

Asking for Help Politely When?

Why?

What if …

Asking for Help

Decide if you really need help.

Raise a silent, straight, still hand.

Wait to be called on.

When an adult calls on you, ask your question in a calm, inside voice.

Asking for Help

Teacher note:Ask students to recall the steps, using the picture cues.Then, model the steps for them.

What should I do while I wait?

Take a deep breath, if you’re upset.

Work on something you understand.

Wait quietly to be called on.

Teacher note: Model these steps for the students.

Sue is confused about her work. What should she do?

Your Turn! Lights, Camera …

Direct students to role play asking for help appropriately. Provide feedback.

Beyond the Classroom:Asking for Help Politely

What are some times at school outside of your classroom when you will ask for help politely?

What are some situations outside of school when you may need to ask for help politely?

Do you raise your hand to ask for help at home?

For the rest of your life, ask for help politely!Follow the steps so you can …

Earn bucks/bills for respectful behavior.

Earn good behavior grades.

Get the help you need.

Get along with others.

A High School Social Skills Lesson

INTRODUCING OURSELVES

Introductions

When you introduce yourself, you greet someone and tell your name. When are some times when you might need or want to introduce yourself?

Why is it important to introduce yourself? What might happen if you don’t introduce yourself?

Have you ever wanted to meet someone, but you felt shy or nervous about introducing yourself?

Introducing Yourself Steps

Decide if you want to meet the person or group. Ask yourself, “Is this a good time for us to meet?” Walk up to the person or group.

Leave a three foot space Make eye contact

Say, “Hi, my name is _________ .” Wait for the other person to say his/her name. If

he/she doesn’t tell you ask, “What’s your name?”

How should Jay introduce himself?

Ask himself, “Is it a good time?” Walk up to the person.

Leave 3 feet of space Make eye contact

Say, “Hi, my name is __ .” Ask, “What’s your name?”Teacher note: model the skill and involve

students in modeling the skill

Your Turn! Lights, Camera …

Direct students to role play introduction scenarios.

Monitor Student Progress

Monitor same behaviors identified in FBA, BIP, (& IEP)

The original IEP does not need to “drive the BIP” If a current FBA is at odds with an older IEP,

it may be time to amend the IEP to ensure consistency with current student needs

Graphed Results:Percent of Points Earned on a DBRC

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

105

110

3/2

83

/29

3/3

03

/31

4/1

4/4

4/5

4/6

4/7

4/8

4/1

14

/12

4/1

34

/14

4/1

54

/18

4/1

94

/20

4/2

14

/22

4/2

54

/26

4/2

74

/28

4/2

95

/25

/35

/45

/55

/65

/95

/10

5/1

15

/12

5/1

35

/16

5/1

75

/18

5/1

95

/20

5/2

35

/24

5/2

55

/26

5/2

7

Behavior Education Program 2010

Goal 1 = 50%

Goal 2 = 70%

Behavior Rating Scale

• Behavior Rating Scale Data

Family Engagement:Practical Tips for Sharing Progress

• Systematic, Customized, Feasible Plan– Routine communication, not just negative reports

• Review & agree on system/materials in advance• Allow for Two-Way Communication• Does running to the copy machine at the end of

the day work for you and your colleagues?– If no, avoid it.

Implementation Integrity

To what extent was the intervention implemented as designed?

Need documentation of implementation and student progress

Acceptable integrity = 80% 8/10 steps implemented as designed

Set Yourself up for High Integrity

Involve team-members in developing protocols. Consider feasibility as you develop the plan. Ask, “When would it work best for you to do

____?” Ensure final protocol is in a clear, but detailed

step-by-step format. Provide all necessary materials. Train implementers. Review protocols, model,

practice, and support first-day implementation. Provide feedback on implementation.

How to Measure Integrity

Direct Observation Check off steps observed

using intervention protocol Note Missed Steps Calculate percent of steps observed

Permanent Product Paper Trail (e.g., percent of blanks completed on a form)

Self-Report Checklist Implementer checks off steps he or she performed

Then What?? Provide constructive feedback to the

interventionist(s) as soon as possible

Provide training, modeling, or materials, as needed.

Assist in making minor adjustments to boost integrity

Repeat until 80% integrity achieved. Show team link between integrity and student progress data.

Progress Monitoring Resources

• http://www.interventioncentral.org/index.php/tools/197-behavior-report-card-generator

• http://www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf

• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/graphing

Family Engagement Resources

Modules to enhance schools’ family engagement practices for IEPs, communication, and academic and behavior support strategies:• http://fsp.unl.edu/ncseam_guidelines.html

Family PBIS Satisfaction Surveys:• http://www.pbis.org/evaluation/evaluation_tools.aspx

REFERENCES

Campbell, S., & Skinner, C.H. (2004). Combining Explicit Timing with an Interdependent Group Contingency Program to

Decrease Transition Times: An Investigation of the Timely Transitions Game. In C. Skinner (Ed.), Single-subject designs for school psychologists (11-27). New York: Haworth Press.

Cates, Gary L. & Rhymer, Katrina N. (2006). Effects of explicit timing on elementary students oral reading rates of word phrases. Reading Improvement, 43, 148-156.

Gresham, F. (2002). Teaching social skills to high-risk children and

youth: preventive and remedial strategies. In In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (403-432).

Hall, R. V., Cristler, C., Cranston, S. S., & Tucker, B. (1970). Teachers and parents as researchers using multiple baseline designs. Journal of Applied Behavior Analysis, 3, 247-255.

Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The I-minute explicit timing intervention: The influence of mathematics problem difficulty. Journal of Instructional Psychology, 29, 305-311.

Van Houten, R., Hill, S., & Parsons, M. (1975). An analysis of a performance feedback system: the effects of timing and feedback, public posting, and praise upon academic performance and peer interaction. Journal of Applied Behavior Analysis, 8,449-457.

Van Houten, R., Morrison, E., Jarvis, R., & McDonald, M. (1974). The effects of explicit timing and feedback on compositional response rate in elementary school children. Journal of Applied Behavior Analysis, 7, 547-555.

Yarbrough, J.L., Skinner, C.H., Young, J.L., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: scientific support for the timely transitions game. In C. Skinner (Ed.) , Single-subject designs for school psychologists (85-108). Bethesda, MD: NASP Publications.

Thank You!!

Kim.Sherman@gmail.com

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.

www.laspdg.org

Questions?• Please use your chat pod if you have

questions related to this presentation (if time permits, we will answer them, if not please email questions to contacts below)

• After this webinar, you may email any content-related questions to Kim Sherman Kim.Sherman@gmail.com

• You may email any grant-related questions to Melanie Lemoine lemoinem@lsu.edu

We Want Your Feedback!

• We are going to open the survey on your screen for you to offer feedback regarding this webinar

• When you are finished, you may exit out of the webinar

• If you would like to give feedback later, please do so at http://www.surveymonkey.com/s/crptoolbox