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SWPBIS in Special Schools
Sustaining Communi6es of Prac6ce Schoolwide posi6ve behaviour support
Queensland Conference 2011
Presented by Anne W. Todd, University of Oregon awt@uoregon.edu
Objec6ves
• Review features of SWPBIS • Juxtapose SWPBIS features to Special Schools popula6on
• Apply examples of current
SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effec7ve, efficient, relevant, durable, durable, & logical for all students (Zins & Pon6, 1990)
• Achieve desired outcome? Effec6ve
• Doable by implementer? Efficient
• Contextual & cultural? Relevant
• Las7ng? Durable
• Transportable? Scalable
• Conceptually Sound? Logical
Systems Implementa6on Logic
SWPBS is Framework for enhancing adop6on & implementa6on of
Con6nuum of evidence-‐based interven6ons to achieve
Academically & behaviorally important outcomes for
All students
PRACTICES
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
Integrated Elements
SYSTEMS Supporting
Staff Behavior & Implementation Fidelity
DATA Supporting Decision Making PRACTICES
Evidence-based, preventive
Supporting Social
Competence & Academic
Achievement
Primary Prevention: School-/Classroom- Wide Systems for
All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUS PROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING
RtI
Universal
Targeted
Intensive
All
Some
Few RTI
Con6nuum of Support for ALL
Dec 7, 2007
Universal
Targeted
Intensive RTI
Con6nuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
Intensive RTI
Con6nuum of Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
A_end.
Peer interac
Ind. play
Label behavior…not people
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club •
TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • •
PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •
SECONDARY PREVENTION • • • • •
TERTIARY PREVENTION • • • • •
PRIMARY PREVENTION • • • • • •
Universal
Targeted
Intensive RTI
Con6nuum of Support for ALL
Check In Check Out
Adapted Academic Curriculum
Public Transporta6on
Rou6nes & self
management
Interpersonal rela6onships
Func6onal Academics
Define Tiers of Support that fit for 80%, 15%, & 5% of your group
Daily Living Skills
Academic Seminar
Universal
Targeted
Intensive RTI
Con6nuum of Support for ALL
Func6onal Academics
Public Transporta6on
Adapted Curriculum
Interpersonal rela6onships
Rou6nes & Self Management
Define Tiers of Support that fit for 80%, 15%, & 5% of your target group
Daily Living Skills
Self Management
How about ‘Tier II’ interven6ons?
• Use CICO and Academic Seminar as Tier I interven6ons in Special Schools
• A system for defining curriculum adapta6ons
• Self Management – CICO ++ – Individualized
Safe Responsible Respectful
Check In 2 1 0 2 1 0 2 1 0
Before Recess
2 1 0 2 1 0 2 1 0
Before Lunch
2 1 0 2 1 0 2 1 0
After Recess 2 1 0 2 1 0 2 1 0
Check Out 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Student Recommended for CICO
CICO is Implemented
Parent Feedback
Regular Teacher Feedback
Afternoon Check-out
Morning Check-in
CICO Coordinator Summarizes Data
For Decision Making
Bi-weekly SST Meeting to Assess Student
Progress
Exit Program
Revise Program
Check In Check Out
Student Recommended for CICO
CICO is Implemented
Parent Feedback
Regular Teacher Feedback
Afternoon Check-out
Morning Academic Seminar & Check-in
CICO Coordinator Summarizes Data
For Decision Making
Bi-weekly SST Meeting to Assess Student
Progress
Exit Program
Revise Program
CICO Home Report Name: ____________ Date: ______
___ I met my goal today ___ I had a hard day One thing I did really well today was: ________ Something I will work on tomorrow is: ________ Comments:
Parent signature: ____________________
Safe Responsible Respectful
Period 1 2 1 0 2 1 0 2 1 0
Period 2 2 1 0 2 1 0 2 1 0
Period 3 2 1 0 2 1 0 2 1 0
Period 4 2 1 0 2 1 0 2 1 0
Period 5 2 1 0 2 1 0 2 1 0
Today’s goal Today’s total points
Student Recommended for CICO
CICO is Implemented
Parent Feedback
Regular Teacher Feedback
Afternoon Check-out
Morning Check-in
CICO Coordinator Summarizes Data
For Decision Making
Bi-weekly SST Meeting to Assess Student
Progress
Exit Program
Revise Program
Check In Check Out
Student Recommended for HS-BEP
HS-BEP is Implemented
Parent or Preferred Adult
Feedback Regular Teacher
Feedback
Afternoon Check-out
Morning Check-in
CICO Coordinator Summarizes Data
For Decision Making
Bi-weekly SST Meeting to Assess Student
Progress
Exit Program
Revise Program
Academic Seminar Instruc6on & Prac6ce in 7 founda6onal organiza6onal skills
Planner Use Notebook Gradua6on Plan Goal SeCng Tracking Progress Study Skills Test Taking Homework Support
Academic Systems Behavioral Systems
1-‐5% 1-‐5%
5-‐10% 5-‐10%
Intensive, Individual Interven6ons • Individual Students • Assessment-‐based • High Intensity • Of longer dura6on
Intensive, Individual Interven6ons • Individual Students • Assessment-‐based • Intense, durable procedures
Targeted Group Interven6ons • Some students (at-‐risk) • High efficiency • Rapid response
Targeted Group Interven6ons • Some students (at-‐risk) • High efficiency • Rapid response
80-‐90% 80-‐90% Universal Interven6ons • All students • Preven6ve, proac6ve
Universal Interven6ons • All senngs, all students • Preven6ve, proac6ve
Mul6-‐6er Model
A_en6on, Effort,
Precision
The more severe the problem, the more systema6c we need to be
Self-‐Management
• Cri6cal skills for succeeding in school & work environments – Social Skills – Communica6on Skills – Literacy Skills – Organiza6onal Skills – Job Specific Skills
Self-‐Management Defined (3 criteria)
1. Two behaviors – self-‐management behavior
– target behavior 2. Both behaviors are performed by the same person
3. Self-‐management behavior changes the target behavior
Signaling the use of self-‐management strategies
Signals for self-‐management are cri6cal – Use natural signals as much as possible
– Infuse ‘temporary’ signals if the natural signal isn’t open enough • Whatever you add, be prepared to fade out as the student succeeds
• Auditory vs. visual – Tallies, checks, pluses, ra6ng scales
Recording self-‐management behavior
What is the purpose of recording? – To self-‐monitor
• Instruc6onal prompts • Visual monitoring of progress • To increase predictability and accountability
– To determine if behavior is more socially acceptable? – To determine if work work/rou6ne is completed? – To determine if work is accurate?
Be crea6ve & efficient – Make is simple, doable, easy to use – Use the data
Examples
Monday Tuesday Wednesday Thursday Friday
1 ✓
✚
2 ✚
✚
3 ✗ 4 ✚
✚
7 8 9 10 11
14 15 16 17 18
21 22 23 24 25
28 29 30
Classroom rou6ne for self managing and for at a glance ‘climate’ check for adults ✚ = great ✓= OK ✗= not OK
5th grade research project calendar
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
4th decide on topic
5th start outline
6th 7th 8th finish outline
9th 10th
write introduc6on
11th day off!
12th 13th write Paragraph 1
14th 15th 16th write
paragraph 2
17th
18th write paragraph 3
19th 20th 21st write conclusion
22nd edit first draR
23rd
complete first drap
24th
references
25th finish references
26th day off!
27th 28th edit final copy
29th make cover page
30th
Turn in
31st
+ + 0 + + + +
I am a self-‐manager Date:
Check 1 2 3 4 5 6 7 8
I worked quietly & kept my feet, hands, & objects to myself
9 10 11 12 13 14 15 16
+ = yes 0 = no teacher agreement? 1:30_____ 1:50 _____ 2:20 ______
1. every 3 pluses, raise your hand for teacher check 2. each 6me teacher agreement is a +, you earn a self-‐manager recogni6on s6cker 3. at 2:20 put your walkman away and give your self-‐manager card to Ms. Sage
Kyle
I am a self-‐manager
1st 2nd 3rd 4th
Me T agree?
Me T agree? Me T agree?
Me T agree?
Had materials
Kept my cool
Total +’s
+ + + +
4
+ 0 0 +
1
0 + 0 +
2
0 + + +
3
Tuesday Jan. 23, 2001
1/23/01
music
8 9
Science
PE
CURRICULAR-‐BASED DECISION MAKING ASSESSMENT (CDMA) GUIDELINES FOR MONITORING IEP IMPLEMENTATION
Todd, A. University of Oregon; Morgan, R. & Price, S.,
Lane Educa6on Service District 2011
Adapted from CDMEI: Todd, Collier, Reed, Baker, & Hix-‐Small, University of Oregon, 2001
Conduc6ng the CDMA
– Use IEPs that have been in place for at least 10 school days
– Use IEP, wri_en curricula, teaching schedule, data collec6on forms
– Use scoring rubric: • 3= in place for 80% or more students/student IEPs • 2 = in place for 50% of students/students IEPs • 1 = in place for at least one student/student IEP • 0= not started
– Conduct CDMA three 6mes a year
CDMA
CDMA (con6nued)
1. Carry tray to cafeteria and move through lunch line
2. Indicate preference when presented with a choice of food items
3. Place hands in correct posi6on on the tray to prevent spilling while checking out of line
4. Chew food in reasonable number of 6mes before swallowing
5. Will refrain from taking another bite of food while his mouth is s6ll full
6. Will use a fork when appropriate
Ea6ng in Cafeteria in order to improve his independent ea6ng skills, S will perform the following steps with no more than one
prompt for each step on 4 out of 5 opportuni6es.
1. Maintain quiet voice on way to work 2. Follow supervisors direc6ons at work 3. Allow others to assist as needed 4. Be polite to adults/peers & keep hands to self
when working 5. Cooperate with co-‐workers 6. Maintain quiet voice when at work 7. Stay on task when working 8. Complete all job tasks accurately
Voca6onal Goal ….successfully complete job tasks in school/community by comple6ng objec6ves with
verbal/gestures 4 of 5 opportuni6es. ….will manage job task skills, using a picture/word schedule with 80% accuracy as
measured on weekly probe data
PRACTICES
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
Integrated Elements
• Weekly Record • Rou6nes Monitoring Form
• Skills Monitoring Form
TES Tools
• Designed to – monitor progress on acquisi6on and mastery of specific skills and rou6nes for mee6ng short term IEP objec6ves.
– used daily &weekly – Serve as a non-‐verbal communicate system between staff/families
– Project learning rate over 6me – 5 new sight words/per week (20/month)
» ~ 150 sight words/yr vs. 1 per week = about 32 sight words/year
– 2 mastery reading lessons per week (8/month), about 64 lessons/yr (begin yr at lesson 20, projected end lesson is lesson 84)
Weekly Record
IEP Goal Area Short term objective (abbreviated)
M Tu Wed Th Fr
Reading
Reading Mastery #45 #45 #46 #46
Read with Lou 12 min 15 min 10 min 15 min 10 min
Math
Sums to 10
Subtraction w/ manipulatives
Single digit
AT AT AT AT
Spelling
Written Language Handwriting
Journal
Social
Self-Management
Total daily points 80% 70%
80%
Total # of breaks taken
4 3 3
Perceived Anxiousness level
1= low; 5 = high
3
4 3
Changes
Kate
Bryson
Daily Record June 29
Went to first recess Yes No
Went to second recess Yes No
Finished lunch Yes No
Had a bowel movement Yes No
Went to 1st grade story 6me Yes No
June 29
Got off bus calmly Agitated Calm 1 2 3 4 5
Transi6ons Agitated Calm 1 2 3 4 5
Finished lunch Yes No
Had a clean shirt aper lunch Yes No
Went to 8th grade p.e. Yes No
Rou6nes • Prac6ces
– Define – Teach – Adapt – Progress Monitor – Evaluate
• System – Rou6nes Analysis – Using the Rou6nes Monitoring Form
• Data – Rou6nes Analysis – Rou6nes Monitoring Form
• Entering school & genng to class • Turn in homework, put personal things away • Transi6ons
– Within classroom – Within school
• Taking care of personal needs • Genng help • Lunch • Breaks/ recess
Some School rou6nes
School Rule Be Safe Be Respectful Be Responsible Expected Student
Behaviors Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately
Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off
Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules
Classroom Routines Starting the day * put personal belongings in designated areas
* turn in homework * put instructional materials in desks * sharpen pencils & gather necessary material for class * be seated & ready to start class by 8:30
Entering the classroom * enter the room quietly * use a conversational or ‘inside voice’ * keep hands, feet, objects to self * walk * move directly to desk or assigned area * sit quietly & be ready for class
Working independently * select area to work * have materials ready * work without talking * raise hand to ask for help * keep working or wait quietly for assistance when the teacher is helping someone else * move quietly around the room when necessary * put materials away when finished * begin next activity when finished
Asking for help * always try by yourself first * use the classroom signal for getting assistance * keep working if you can or wait quietly * remember the teacher has other students that may also need help
Taking care of personal needs
* follow the class signal for letting the teacher know you have a private concern * let the teacher know if you need immediate help or if you can wait a while * try to speak to the teacher privately & quietly if you do not want other students involved
Completing & returning homework
* collect your work to take home * complete work, get parent signature when needed * bring work back to school * return work to homework basket
• Genng ready for school
• Homework • Meal 6me • Helping with chores • Genng ready for bed • Shopping • Car/ bus riding • Church • •
Some Home rou6nes
Routine Steps for success
1. Getting ready for school Get dressed Brush teeth Eat breakfast Get pack Get in car
2. Home work Get snack Get pack Work on homework Take a break/ ask for help Finish homework Share homework with family member Put homework in pack Tidy up homework area
3. Meal time Wash hands Sit at table Ask for food to be passed Use napkin for face and hands Chew & swallow food Participate in conversation Clean up area Wash hands
4. Helping with chores Do what is asked in timely manner Finish chore Put materials away Wash hands Tell someone when finished (self-recruit praise)
5. Getting ready for bed Bed clothes on Brush teeth Tell family members goodnight Read /listen to music Close eyes & sleep
6. Car riding Seat belt on Hands to self Keep objects in lap Inform driver of personal needs
7. Shopping Enter quietly Stay with adult Ask for only one extra item Accept hearing ‘not now, or not this time’ Help carry items Exit quietly
Schedule (Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
7 am Getting ready for school
Low High 1 2 3 4 5 6
7:45 Get in car 1 2 3 4 5 6
8:00 Enter school 1 2 3 4 5 6
2:40 Get in car 1 2 3 4 5 6
3:00 Enter home & play 1 2 3 4 5 6
4:30 homework 1 2 3 4 5 6
5:30 TV time 1 2 3 4 5 6
6:30 Meal & family time 1 2 3 4 5 6
8:00 Get ready for bed 1 2 3 4 5 6
Comments:
Rou6nes Analysis
Schedule (Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
7 am Getting ready for school
Low High 1 2 3 4 5 6
7:45 Get in car 1 2 3 4 5 6
8:00 Enter school 1 2 3 4 5 6
2:40 Get in car 1 2 3 4 5 6
3:00 Enter home & play 1 2 3 4 5 6
4:30 homework 1 2 3 4 5 6
5:30 TV time 1 2 3 4 5 6
6:30 Meal & family time 1 2 3 4 5 6
8:00 Get ready for bed 1 2 3 4 5 6
Comments:
Rou6nes Analysis
• Purpose: – guide the sequence of steps for comple6ng a rou6ne specified within an IEP/ISFP,
– guide student progress on specific rou6nes, – guide instruc6on to include generaliza6on and maintenance of all skills used within the rou6ne, and
– review student progress at-‐a-‐glance for instruc6onal decisions.
• How to use
Rou6nes Monitoring Form
Put coffee in filter
Sub-‐rou6ne/ task analysis
Get paper filter from drawer
Make sure to have one
Put filter in basket
Open coffee container
Use spoon to put 3 scoops of coffee in filter
Put top on coffee and scoop in dishwasher
List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)
Make a mark next to each feature when included in session.
A. D. G.
B. E. H.
C. F. I.
Instruc6onal Objec6ve
Teaching Schedule & Loca6on _______________________________________________
Before instruc6on: Prepare data sheet
Instruc6onal Objec6ve: Jack will purchase 1-‐5 items as wrijen on list, independently 4 of 5 probes. Jack will use the next dollar strategy for purchasing items.
Teaching Schedule & Loca6on _______________________________________________ List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)
Make a mark next to each feature when included in session.
A. Safeway D. 1 item only G. With Ruth
B. 7-‐11 E. 2-‐3 items H. With Darcy
C. Dari-‐Mart F. 4-‐5 items I. With Franco
List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)
Make a mark next to each feature when included in session.
A. Albertson’s E. Heavy items I. Total cost up to $20.00
B. Target F. Both fragile & heavy J. Used city bus
C. Dari-‐Mart G. More than two bags K. walked
D. Fragile items H. Total cost up to $10.00
Different set of features depending on student/context
List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)
Make a mark next to each feature when included in session.
A. Safeway + D. 1 item only + G. with Ruth + B. 7-‐11 E. 2-‐3 items H. with Darcy
C. Dari-‐Mart F. 4-‐5 items I. with Franco
List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)
Make a mark next to each feature when included in session.
A. Safeway ++++ D. 1 item only ++ G. with Ruth ++++
B. 7-‐11 ++ E. 2-‐3 items + H. with Darcy ++++
C. Dari-‐Mart + F. 4-‐5 items +++ I. with Franco
Aper Instruc6on, put a mark next to each feature that was
included.
Date
Step of Rou6ne Staff ini6als
15.walk out of store
14.pick up bag
13.put money in pocket
12.take change, say thanks
11.wait, give next dollar when told
10.wait turn, place items on belt
9.go to check out
8.Repeat 2-‐4 for 5th item
7.Repeat 2-‐4 for 4th item
6.Repeat 2-‐4 for 3rd item
5.Repeat 2-‐4 for 2nd item
4.put item in basket, cross off list
3.find item
2.Read 1st item
1.Get basket (except for one item)
Comple6on 6me
Features Included
Total steps independent
Before Instruc6on, write task analysis star6ng with
first step at bo_om.
Date 9/22
Step of Rou6ne Staff ini6als R
15.walk out of store +
14.pick up bag +
13.put money in pocket √
12.take change, say thanks +
11.wait, give next dollar when told √
10.wait turn, place items on belt √
9.go to check out 0
8.Repeat 2-‐4 for 5th item √
7.Repeat 2-‐4 for 4th item √
6.Repeat 2-‐4 for 3rd item √
5.Repeat 2-‐4 for 2nd item √ 4.put item in basket, cross off list √
3.find item +
2.Read 1st item +
1.Get basket (except for one item) √
Comple6on 6me 25
Features Included A D G
Total steps independent 5
Aper Instruc6on record staff ini6als, student performance, comple6on 6me, features
included
Aper recording student performance, total the # of
steps completed independently (+) and plot that #, using step # as the
scale
•
Date 9/22 9/23 9/24 9/25 9/28 9/30 10/2
Step of Rou6ne Staff ini6als R R R D R D R
15.walk out of store + + + + + + +
14.pick up bag + + + + + + +
13.put money in pocket √ √ √ √ + + +
12.take change, say thanks + + + 0 + + +
11.wait, give next dollar when told √ √ √ 0 √ √ √
10.wait turn, place items on belt √ √ + +
+ + +
9.go to check out 0 √ 0 0 √ √ √
8.Repeat 2-‐4 for 5th item √ √ NA NA √ • NA• √ •
7.Repeat 2-‐4 for 4th item √ √ √ NA √ NA √
6.Repeat 2-‐4 for 3rd item √ √ • √ • NA • √ NA √
5.Repeat 2-‐4 for 2nd item √ • √ √ √ √ NA √
4.put item in basket, cross off list √ √ √ √ √ √ √
3.find item + + + + + + +
2.Read 1st item + + + + + + +
1.Get basket (except for one item) √ + √ + + NA + +
Comple6on 6me 25 23 20 15 26 10 22
Features Included A D G A F G A FG B E H C F G ADH B FG
Total steps independent 5 6 6 6 8 8 8
Aper each session, connect the dots to update a graph of steps completed independently
Date 9/22 9/23 9/24 9/25 9/28 9/30 10/2 # steps indep
Staff ini6als TK VC TK TK TK TK TK
loca6on SW 7-‐11 SW DM 7-‐11 7-‐11 DM
Step of Rou6ne # items 5 5 4 3 5 1 5 15.walk out of store √ + √ + + + + 15
14.pick up bag + + + + + + + 14
13.put money in pocket 0 O O O O O O 13
12.take change, say thanks √ √ √ √ √ √ √ 12
11.wait, give next dollar when told √ √ √ √ √ √ √ 11
10.wait turn, place items on belt √ √ √ 0 √ √ √ 10
9.go to check out √ √ √ 0 √ 0 √ 9
8.Repeat 2-‐4 for 5th item √ √ NA NA √ NA √ 8
7.Repeat 2-‐4 for 4th item 0 0 0 NA 0 NA 0 7
6.Repeat 2-‐4 for 3rd item √ √ 0 0 0 NA 0 6
5.Repeat 2-‐4 for 2nd item √ √ √ 0 √ NA √ 5
4.put item in basket, cross off list + + + 0 √ + 0 4
3.find item √ √ √ √ √ + 0 3
2.Read 1st item + + + + + + + 2 1.Get basket (except for one item)
+ + + + + + + 1
Comple6on 6me 25 23 20 15 26 10
Aper each session, connect the dots to update a graph of steps completed independently
Date Problem Adaptation or Instructional Change to Program 9/23 agitated/late used car instead of bus or walking ____ ________________ __________________________________________________ _____ ________________ _______________________________________________________ Other comments:
Aper instruc6on, record problems and changes as
appropriate
Skills Monitoring Form
• Acts as a lesson plan for at least 10 days of instruc6on
• Provides the rubric for teaching new skills through generaliza6on and maintenance
• Basic data collec6on – Met criteria today (date it) or not (✓ ) – If this is not enough informa6on, move to trial by trial data
• Skills are discrimina6ons needed to complete a larger task/rou6ne – Sight words – Preposi6ons – Facts (names of people, places, things)
• Strategies are many discrimina6ons used in a sequence (rou6ne)
Skills & strategies
Common student responses Student Response Teacher Wording
Point (gesture or touch) ‘show me _______’
Yes/no (verbal or text) ‘is this a __________?’
Label (verbal or text) ‘ what is this ______?’
Application of concept ‘ go get________?’ ‘time to _______?’
Verbal chain ‘tell me ________?’
Demonstration Show me__________’
Self-monitoring Environmental signal
IEP Goal: Jack will read community and schedule words Short Term Objective: Jack will read exit, women, recess, lunch, break, entrance, men
teacher cue student response criteria teacher setting teaching schedule levels 1-3 “find ____________” touch response 100%, 4 of 5
opportunities Anne room 8 15 minutes daily
levels 4-5 “what is this word_________?”
Verbal response 100%, 4 of 5 opportunities
Pete Library, room 12
15 minutes daily
Specific Skill to be taught Exit Women Recess Lunch Break Teaching Examples flash cards, white board flash cards, white board flash cards, schedule flash cards, schedule
Previously Mastered Examples names, bus, P.E. Names, bus, P.E., exit names, bus, P.E., exit, women
names, bus, P.E., exit women, recess
Review 2/26 3/1 3/8 3/14 3/28 4/1 4/7
Level 1: Introduce new skill (model & test)
2/22 3/7 3/22 4/5
Level 2: Delayed test of new skill 2/22 3/7 3/23 4/5
Level 3: Practice with previously mastered skills in other areas
2/27
3/8 √ 3/27
4/7
Level 4: Expansion by using new skill with alternate response
√ 3/13
3/29
Level 5: Practice previously mastered skills with a 2nd person in 2 setting
√ √ 3/3
3/15 T 4/2
3/4 3/16 4/3
Maintenance & Cumulative Review 2/25 3/9 3/22 3/28 4/5
Skill use outside of instruction comments
read names on attendance sheet!
read exit signs in hall
Student Name: Jack IEP area: Reading: Sight words Date begun: 4/5/99
• Following shaded boxes, progress through instruc6onal levels for each skill by moving from le< to right and top to bo=om. • When instruc6on occurs and skill is not mastered, check the shaded box. Adjust instruc6on when 3 checks occur in one shaded box. • When instruc6on occurs and skill is mastered, date the shaded box (9/27).
Teach clean your room or close the door?
CURRICULUM ADAPTATIONS
Types of curricular adapta6ons
• Level of par6cipa6on • Alternate goal • Subs6tute curricula • Precorrec6on • Task size • Level of support
• Input method
• Task difficulty • Time to complete • Output method
• Acknowledgement • Remove/restrict
Individual Student Interven6on System (ISIS-‐SWIS)
Screen shots for what is coming this 6me next year.
PRACTICES
Supporting Staff Behavior
Supporting Student Behavior
OUTCOMES
Supporting Social Competence & Academic Achievement
Supporting Decision Making
Integrated Elements
Benchmarks for Advanced Tiers (BAT) Anderson, Childs, Kincaid, Horner, George, Todd, Sampson, & Spaulding
Educa6onal and Community Supports, University of Oregon & University of South Florida , May 2011
• Team self-‐assessment of the implementa6on status of Tiers 2 (secondary, targeted) and 3 (ter6ary, intensive) behavior support systems within the school.
• Based on factors drawn from the Individual Student Systems Evalua6on Tool (I-‐SSET)
• designed to answer three ques6ons: 1. Are the founda6onal (organiza6onal) elements in place
for implemen6ng secondary and ter6ary behavior support prac6ces?
2. Is a Tier 2 support system in place? 3. Is a Tier 3 system in place?
Building Capacity & Sustainability
• Define the systems to support the fidelity of implementa6on
• Use self assessment tools for fidelity of implementa6on monitoring
• Define the cycle for decisions needing to be made, by whom, and when
• Define Reports needed for making those decisions • Define data sources that will provide the reports • Secure access to data sources needed • Meet regularly to monitor progress • Communicate progress to others on a regular cycle
Example of a BAT Report
Example of BAT Scores across 4 Years
Benchmarks for Advanced Tiers BAT
• 56 items across ten cri6cal systems areas – Tier I implementa6on of SW PBIS – Tier II & III Founda6ons
• Commitment • Student Iden6fica6on • Monitoring and Evalua6on
– Tier II Targeted Interven6ons – Support Systems – Main Tier II Strategy Implementa6on – Main Tier II Monitoring and Evalua6on
– Tier III Intensive Support Systems – Assessment and Plan Development – Monitoring and Evalua6on
PRACTICES
Suppor6ng Staff Behavior
Suppor6ng Decision Making
Suppor6ng Student Behavior
Posi6ve Behavior
Interven6ons & Support OUTCOMES
Social Competence & Academic Achievement
TES SWIS DIBELS General Case
Func6on based Self management Shaping Fading Task analysis Discrete trial Coaching
TES TIPS CDMA BAT
Coaching
Independent living Respec}ul behavior Voca6onal exper6se Posi6ve rela6onships
Where are you in implementa6on process?
Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-‐based)
Explora6on & Adop6on
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installa6on
• Let’s give it a try & evaluate (demonstra6on)
Ini6al Implementa6on
• That worked, let’s do it for real (investment)
Full Implementa6on
• Let’s make it our way of doing business (ins6tu6onalized use)
Sustainability & Con6nuous Regenera6on
www.pbis.org
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