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Inclusion Activity
Give One to Get One
• On an index card, note the following:– Name– Role in your school– Hopes and expectations for today and
secondary practices
Give One to Get One
• Find a partner you don’t know, introduce each other, and share information from your card.
• Trade cards.• Locate a new partner and share the
information from your 1st partner.• Trade cards.• Find one more partner and share
information from your 2nd partner.
Outcomes
• Become familiar with secondary systems and practices
• Create Check In/Check Out for your school
• Learn basics of brief FBA
Agenda
• Opening Activities
• Secondary systems/practices overview
• Creation of CI/CO
• CI/CO Data Tool
• Brief FBA
Working Agreements
Parking Lot
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student SuccessPositive Behavior Support
Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
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/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Check In/Check Out
• For teachers, staff
• Daily positive adult contact
• Daily report card - Increased attention to behavioral goals
• Home-School partnership
• For all school settings
Check In/Check Out (BEP): Who Qualifies
• More than a minimum number of referrals
• Across several different settings
• Not dangerous to self/others
• Adult attention is reinforcing
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
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/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Social Skills/Academic Instructional Groups
• Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills** (Academic Content skills)
• These are often the skill groups facilitated by social workers and psychologists.
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
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/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
Functional Behavior Pathways
Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
What is function-based support?
• Defines the maintaining consequences of the problem behavior
• Defines the triggers that set off problem behaviors
• Replaces problem behaviors with positive alternative behaviors
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG Complex
FBA/BIP
Universal
Support
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIPBrief
FBA/BIP
Universal
Team
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Teaming at Tier 2Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG, and Brief FBA/BIP supports
– Review data in aggregate to make decisions on improvements to the interventions themselves
– Students are NOT discussed
Problem Solving Team (‘conversation’)– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited
Team TimeSecondary Conversations
• When are secondary systems conversations going to occur at your building?
• Who will be included in those conversations?
• When are secondary problem-solving conversations happening at your school?
• Who is included in those conversations?
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Using Your Data
• Looking at your behavioral data broken down by student.
– What group of students qualify for secondary interventions?
– What percentage of your population is this?
Establishing Check In/Check Out
at Your School (CICO)
Video BEP
Check in
• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Acknowledgement for completing
requirements• Prompt to have a good day
Check Out
• Move quickly
• Recognize student for choosing to come to check out
• Collect a copy of the DPR
• Acknowledge if daily goal has been met
• Prompt for a good day tomorrow
• Send DPR home for signature
Check In/Check Out Coordinator
*”SOMEONE THE STUDENTS ENJOY AND TRUST”*
• Enthusiastic
• Lead check-in and check-out
• Enter data daily
• Create graphs for meetings
• Maintain records
Team Time
• Who will be your CI/CO coordinator?– More than one person needed?
• Where will CI/CO take place?– Central location?– Go to students? (esp. younger)
Teacher’s RoleGreet/Prompt student(s) at beginning of each class/activity
Reinforce/Prompt student during class
Rate DPR at end of each class/activity
Review DPR ratings with student at end of each class/activity
Role Play
Student Acknowledgement
• PRAISE, PRAISE, PRAISE
• Positive adult contact
Student acknowledgement – Tying into the School Wide System
• SW dollars, mini-store at checkpoint– Accelerated value/redemption?
• “Fast Pass” for School Market, lunch line
• Wall of stars – prominent placement
• Morning video (or booster training) guest star
Team Time
Develop an acknowledgement system for students on CI/CO
Will it be tied to SW system?
What? When? Who?
Daily Progress Report ( DPR )
• At least 2 copies• Portable• Group vs. Individualized goals
– age appropriate, start with “rule”
• Reflect all areas of school• Reflect all activities/time periods• Clear, concise, understandable for
students, families and staff
Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Parent Signature(s) and Comments: _______________________________________________
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
Establishing goals
• 80% of total points possible– May be adjusted for some students
• Better to do this before CI/CO starts, rather than after the CI/CO has started and the student has experienced failure
– During introductory meeting (or after any changes), let students know what their target point total should be
• Check for understanding
Graduating from the Program
• 80% or better for at least 4 weeks, on a daily basis
• Consult with teacher(s), team• Meet with student to introduce graduation
process– Show data– Explain how to use rating card/how to judge own
behavior– CELEBRATE!
• Talk with parent about graduation, how they can continue to support their child
Team Time
• Data Rules – Who enters CI/CO– What is daily percentage goal– When do students graduate
• Tracking Tool– Enter data rules on Tracking Tool
Data Tracking Tool
Team Time
• Creating CI/CO Daily Progress Report– Tie into SW expectations– How is the day broken up?– What is your point scale?– Who will complete the sheet if not completed
today? And by when?
Getting the Word Out
• Avoid stigmatizing students
• Make participation appealing
• Allow for opting out
Staff Training• Explain CI/CO mission, culture, process, forms
– Candidates for program• Program capacity, prioritizing, time to placement
– Rating students’ behavior (Completing the DPR)• Giving effective feedback during and after class• Graduating from the program
Training for Coordinators
Training for full staff (ex: staff meeting)
Booster sessions– Opportunities to practice, review forms
Parent Introduction
• Positive
• Collaborative
• Brief
Student Introduction
• CI/CO as an opportunity
• Earn more acknowledgements
• Earn respect of peers
• Emphasize positive culture of CI/CO
• Publicize CI/CO achievements (with permission)
• Incorporate into school’s culture
Work Time
• Training for coordinator
• Training for staff
• Introduction/invitation to parents
– Who?– When?– Where? – How?
Secondary Interventions
Function based behavior support
Positive Behavior Interventions & SupportsA Response to Intervention (RtI) Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
SWIS & other
School-wide data
BEP & group
Intervention data
SIMEO tools: HSC-T, RD-T
Small Group Interventions
In
terv
entio
nAssessment
Revised August, 2007 IL-PBISAdapted from T. Scott, 2004
Functional assessment tools/Observations/scatter plots etc.
Group interventions withAn individualized focus
Simple FBA/BIP
Multiple-domain FBA/BIP
Wraparound
Guiding Principals
• Human Behavior is important, understandable, and predictable
• Human Behavior is malleable or changeable• Human behavior occurs within an environmental
context, not a vacuum• Human behavior is learned, and can be
taught/affected by manipulating aspect of the environmental context
Context for Positive Behavior Support
• A redesign of the environment, not the redesign of individuals
• Plan describes what we will do differently
• Plan is based on identification of the behavioral function of problem behaviors
What is function-based support?
• Defines the maintaining consequences of the problem behavior
• Defines the triggers that set off problem behaviors
• Replaces problem behaviors with positive alternative behaviors
Functional Behavior Pathways
Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
Fu
nctio
n o
f Beh
avior
Functional Behavior Pathways Russell
SettingIssues at
home
Independ. work time
ProblemDisruptive
noises
AntecedentNo teacher attention
ConsequenceTeacher attention
ReplacementBehavior
Raise Hand
FunctionAccess teacher
attention
case example
Choose one student familiar to all in the group
Problem behavior
• What is the behavior of concern– Describe in measurable, concrete ,observable
language – what you see, what you hear– How often, how long, how severe ( frequency,
intensity, duration)
Triggering antecedents (fast triggers)
• What happens before the behavior occurs? Immediate precipitating variables…– People, places, environment (sensory
stimulation: auditory, visual, kinesthetic, olfactory), expectations, communications, demands, requests
Setting events/slow triggers
• Conditions under which the problem behavior is more likely to occur– Environmental, factors that are internal to the
child ( mental health, medication), basic needs (safety , food, sleep), psychological needs (belonging, emotional safety), trauma related
– Does the behavior occur in a particular place, with particular peer groups/adults, structured vrs unstructured settings/activities
Maintaining consequences
• What happens immediately following the behavior?
– Adult imposed consequences– Natural, non-intended
Replacement Behavior
• Must maintain the same function for the student with the same accuracy and efficiency as the problem behavior
Function
• What do they get?– Social attention– Objects/access to activities– Sensory stimulation
• What do they avoid?– Aversive task/activity– Aversive social contact– Aversive sensory stimulation
Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
Settingevents
Triggeringevents
Behavior teaching
Consequencemodification
Wrap Up
Action Plan Completion
• Review action plan
• Additions?