FEBRUARY 23, 2010SIOUX FALLS

RUTH FODNESS, KARI OYEN, PAT HUBERT, JODY JACKSON

SD PBS Coaches’ Training

Today’s Agenda

Sharing/Where are you now?Data Collection & Using your Data

Targeted Behavior Interventions & Resources

Staff TrainingNext Steps

Sharing

Take a few minutes to answer these questions and be prepared to shareWhat is working?What are your stumbling blocks??

Data Collection & Using Your Data

Evaluation

Using evaluation data to guide the team What tools are you currently using to evaluate your

progress? How are you using this evaluation data to guide your

team PBS planning? Goal: Identify 2-3 tools you plan on using to evaluate

your progress

Evaluations

*SWIS (monthly)School Team UpdateTeam Process EvaluationsTeam Implementation Checklist (multiple

times)Walk-Thru’s (2x/year)Benchmarks of Quality (end of year)Outcome Data (ODR, ISS, OSS, Attendance)Staff Satisfaction Survey

Targeted Behavior Interventions & Resources

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

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

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

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

Universal•All students•Preventive, proactive

Designing School-Wide Systems for Student Success

Universal•All students•Preventive, proactive

There are “on & off”

ramps throughout the tiers of support

 

Step 4: Response to Intervention Is it working?

                               

                 

Step 2: Problem Analysis Why is it

occurring?

 

Step 3: Intervention Design

What are we going to do about it?

Step 1: Problem Identification

What is the problem?

Problem Solving at all 3 Tiers

Tiers do not represent where students go to receive services- Rather the resources that are available at each Tier

Interventions ideas are generated only after determining the FUNCTION of the behavior.

• To get or get away from “Prescriptions in a Bag”

Kinds of Data

Office discipline reports

Behavioral incidents

AttendanceSuspensionDetentionObservationsSelf-assessments

Surveys, focus groups

Test scoresRating scalesTeacher checklists

Etc

Data is necessary at all 4 steps

Step 1: To identify the problem and develop the hypothesis

Step 2: To develop the plan

Step 3: To monitor the implementation of the plan

Step 4: To evaluate the success

ABC Activity: Role Play

Antecedent: teacher announces pop-quiz on vocabulary

Behavior: student yells and throws bookConsequence: student receives referral and

removalFunction?Intervention?

Functions of Behavior

EscapeAttentionTangibleSensory

Remember…If many students are making the same

mistake, it is typically the system that needs to change, NOT the students

Teach monitor and reward before relying on punishment

Step 1 Problem Identification

Referrals by problem behavior? What problem behaviors are most common? Referrals by location? Are there specific problem locations?

• Referrals by student? Are there many students receiving referrals or only

a small number of students with many referrals?• Referrals by time of day?• Are there specific times when problems

occur?• Additional Queries/Custom Graphs…

Review existing dataMultiple graphs of current ODR’s, a

‘safety survey’, and student demographic information

Gather additional information•Which Hallways?•Supervision in Hallways?•Sufficient Teaching of

Expectations/Rules•Which Students?

Step 2: Problem Analysis

Develop hypothesis and assessment questionsWhy is the desired or replacement behavior

not occurring? What is (are) the most likely reason(s)?Examine environmental factors, not just

within child factors

Problem Analysis: Hypothesis statement

When this occurs (describe circumstances) When 6th & 7th graders are in the hall at 8am

• What happens ( describe the behavior) there are increased occurrences of skipping

• To get/avoid (describe the consequences)

Step 3. Intervention Design and Implementation

Develop a behavioral definition Observable and measurable Desired/Replacement Behavior and/or Goal

Student can get same outcome with appropriate behavior Link to school-wide expectations and rules

Students will learn to be Responsible (proceed to class after the 1st tardy bell, walk in the hallway, and have all materials ready)

Brainstorm Strategies Hallway supervisors Re-teaching expectations and rules for hallway

Policies for hallway passes Reward early class entry Revise morning procedures Earning extended breakfast pass

Link the intervention to the Data

Consider hypothesis/causes generated in Step 2 Then, determine the intervention

Develop a specific plan with delineated responsibilities

Include goals and progress monitoring plan

List the specifics in Implementation Plan: Who is responsible? What will be done? When will it occur? Where will it occur? How will it be evaluated?

Establish action steps to implement

Create and deliver staff training on reinforcing appropriate behaviors and provide examples (Principal, 15th of Nov., shared via email)

Revise and modify morning breakfast procedures and change tardy bell(Mr. First, 6th of Nov., committee will share)

Create “skipping” skit with Drama Club and play on CCT every morning (Mrs. Ashley, 8th of Nov., will begin running on 9th of Nov.)

5 minute scripted refresher before breakfast transition (Miss J., 14th of Nov., will email for revisions)

Step 4:

Progress Monitoring and Response to Intervention Reconvene to examine data Did we meet the goal? Did we do what we agreed, the way agreed, for as long

as we agreed?Do we need to modify current plan or develop a

new plan?Do we need to develop a plan to maintain or

fade out the intervention if it was successful? Consider reviewing/revising problem

definition and hypotheses if intervention isn’t working

Evaluate the outcomes

Compare the number of referralsSurvey teachers and studentsModify if necessarySupervision changes aren’t working

Offer comp time or other choice incentives for staff willing to give up part of planning time to staff hallway and breakfast area

Train several school-based volunteers to supervise hallways

Major Features of Targeted Interventions

Intervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolFlexible intervention based on assessment

Functional AssessmentAdequate resources (admin, team)

weekly meeting, plus 10 hours a weekStudent chooses to participateContinuous monitoring for decision-making

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.

Why do Targeted Interventions Work?

Program can be applied in all school locations Classroom, playground, cafeteria (anywhere there is a

supervisor)Elevated reward for appropriate behavior

Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem

behavior incorporate academic supportLinking school and home support

Provide format for positive student/parent contactProgram is organized to morph into a self-

management system Increased options for making choices Increased ability to self-monitor performance/progress

Social Skills Programs

Walker Social Skills Program (Pro-Ed) I Can Problem Solve (Research Press)Skills Streaming the Elementary School ChildThink Social! A Social Thinking Curriculum for

School-Age Students & Worksheets! for Teaching Social Thinking & Related Skills (www.socialthinking.com)

The Hidden Curriculum (www.socialthinking.com)Superflex ... A Superhero Social Thinking

Curriculum (www.socialthinking.com)

Social Skills Programs (continued)

Space Travelers – An Interactive Program for Developing Social Understanding, Social Competence & Social Skills for Students with AS, Autism & Other Social Cognitive Challenges (www.asperger.net)

Social Skills Training for Children & Adolescents with Asperger Syndrome & Social-Communication Problems (www.asperger.net)

Getting to Know You (Grades 1-3) (Research Press & Pro Ed)

Connecting with Others (K-2) (Research Press)Skillstreaming (Research Press)PREPARE ® Curriculum  Teaching Prosocial

Competencies (Research Press)

Interventions Based on Functions of Behavior

Florida’s Positive Behavior Support: RtIB Project

http://flpbs.fmhi.usf.edu/Intervention%20Planning%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf

Examples of Behavior Intervention Plans

Example of Behavior Intervention Plan

H:\Behavior\Behavior Intervention Plans\Ethan Behavior Intervention Plan.doc

Online Resources for Behavioral Interventions

www.nasponline.org/advocacy/pbs_resources.aspx National Association for School Psychologists, Advocacy page

has articles, books, & factsheets & handouts on issues related to PBS. The web resources section also refers to the National Dissemination Center for Children with Disabilities (NICHCY): “Behavior Suite” which includes extensive weblinks, resources & info on beh assessment, plans, & positive supports; beh at home; beh at school; & bullying.

www.usu.edu/teachall/text/behavior/LRBI.htm The Utah State Office of Education: LRBI Resources & the Provo

School District offers a variety of video resources on preliminary & positive behavioral strategies. Video resources include ‘high rates of positives’, ‘parent conference’, ‘differential reinforcement’, ‘behavioral contracts’, etc.

www.interventioncentral.org/ Intervention Central offers free tools & resources to help

school staff and parents to promote positive classroom behaviors & foster effective learning for all children & youth

www.jimwrightonline.com/pdfdocs/tbrc/tbrcmanual.pdf The Classroom Behavior Report Card Resource Book is a

manual designed to assist classroom teachers with ready‐made forms that can be used to rate the behaviors of their students. The book contains preformatted teacher and student behavior report cards, along with customized graphs, for common types of behavioral concerns in the classroom.

challengingbehavior.fmhi.usf.edu/tools.html The Teaching Tools for Young Children with Challenging

Behavior are intended to assist teachers in problem‐solving a plan to support young children who are having challenging behavior.

Staff Training

Refreshers at the beginning of the year

Expectations and Rules Definitions of Problem Behavior Referral Form Major vs Minor Referral Process Rewards Consequences Changes made based on Survey Results

Refreshers at the beginning of the year

Make sure all staff have resources from Year 1: Poster of expectations and rules Discipline Process Flowchart Referral Forms and Minor Infractions Sheets Lesson Plans

New Staff New teacher meetings Mentor PBS Manual or Video Tape

Mid-Year

Topics based on data Topics selected based on input from

staff and administration Survey Staff

Make survey meaningful, by giving staff feedback

Review of expectations and rules Power Surge for Staff…reinforcement,

celebrate victories, motivate teachers

Web-based resources for Staff Development

http://elearndesign.org/resources.htmlThe ELearning Design Lab offers a number

of web based modules including positive behavior support., specifically, two modules that describe intervention strategies and one that discusses redesigning environmental systems to support learning and appropriate behavior.

Next Steps….Remember its a Slow Process

Developing a comprehensive system of support can take 3-5 years

SW-PBS incorporates philosophical and behavioral changes on the part of your staff

Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts

ResourcesJanney, R. & Snell, M. (2008). Behavioral

Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.

George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.

APBS Standards of Practice: http://apbs.org/standards_of_practice.html

Association of PBS: http://www.apbs.org/new_apbs/pbsinfo.aspx

PBIS Website: www.pbis.org/researchliterature.htm http://www.pbis.org/schoolwide.htm#top

FLPBS Project: http://flpbs.fmhi.usf.eduPBS Project newsletter:

http://flpbs.fmhi.usf.edu/resources_newsletter.asp

PBS Project On-Line Modules: http://flpbs.fmhi.usf.edu/

requestservices_onlinemodules.asp

Online Academy Individual & SW-PBS foundations & practices, FBA,

interventions http://elearndesign.org/resources.html

Univ. Oregon Training Manuals Notes/Ideas on School-Wide implementation from

Oregon http://pbismanual.uoecs.org/manual.html

Kansas Training Modules & links www.pbskansas.org/htdocs/external_links/

default.html#onlinetrainingmodules

Ruth Fodness- rfodness@mchsi.comKari Oyen- kari.oyen@k12.sd.usPat Hubert- phubert@edec.orgJody Jackson- jjackson@tcsdk12.orgRebecca Cain- rebecca.cain@state.sd.us