Problem Solving Model & Positive Behavioral Interventions & SupportsPutting the Processes Together

Betsy Stanwood

January 2008

Revised July 2010

How Does the Definition ofHow Does the Definition of ““Positive Behavioral Interventions Positive Behavioral Interventions and Supports”and Supports” fit into thefit into the PSM PSM Process?Process? Focus on Focus on PROACTIVEPROACTIVE support support

strategies. strategies. Strategies are determined by a team Strategies are determined by a team

who collects and analyzes data related who collects and analyzes data related to the specific area of concern.to the specific area of concern.

Interventions are implemented, Interventions are implemented, analyzed, and revised in a continuous analyzed, and revised in a continuous cycle.cycle.

Encompass a range of strategies from Encompass a range of strategies from systemic to individualsystemic to individual supports.supports.

PSMPSM

PBISPBIS

How Do the Processes Align?

The most important The most important alignment is that both alignment is that both support most students support most students through “universal” through “universal” school/classroom school/classroom processes, some processes, some students through more students through more “targeted” support, “targeted” support, and a small group with and a small group with the most “intensive” the most “intensive” supportsupport

PSMPSM

PBISPBIS

Problem Solving ContinuumProblem Solving Continuum

School-wide systems to support student achievement.

Lev

els

of

Inte

rven

tio

n

INTENSIVE 1 – 7 %

STRATEGIC 5 - 15 %

CORE 80 - 90 %

Adapted from Sugai Adapted from Sugai and Hornerand Horner

80% of Students

Universal Interventions –

proactive strategies

supporting all students

Intensive Interventions -individualized

strategies supporting students

with high risk behaviorsTargeted

Interventions –specialized strategies

supporting students with

at risk behaviors

15%

5%

Positive Behavioral Positive Behavioral Interventions & Supports Interventions & Supports ContinuumContinuum

NHCS Services Philosophy

Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity •Of longer duration

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

Universal Interventions •All students •Preventive, proactive

5-10%

Behavioral Systems

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

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

Universal Interventions •All settings, all students •Preventive, proactive

5-10%

1-5% 1-5%

80-90% 80-90%

Other Areas of AlignmentOther Areas of Alignment

Baseline data collection Analysis of data collected Problem definition Design interventions Identification of who, when, where teaching will occur Implementation of interventions Charting/Progress Monitoring Analysis of progress Continue implementation, change the interventions some,

change the interventions significantly Continue with the review plan, intervene, analyze process Based in Behavior Analysis

Why Do Both the PSM & PBIS Processes Require Data Collection?

•

• to report accurate progress to parentsto report accurate progress to parents

• to collect detailed information regarding a student or to collect detailed information regarding a student or students’ performance students’ performance

• to help define the problem and be more specific or to help define the problem and be more specific or measurablemeasurable

• to monitor the student’s response to an intervention to monitor the student’s response to an intervention directed towards the area targeteddirected towards the area targeted

• to make decisions with data that are more likely to be to make decisions with data that are more likely to be implemented and be effectiveimplemented and be effective.

• to assist in the determination of eligibility or entitlement to assist in the determination of eligibility or entitlement for accommodations or educational servicesfor accommodations or educational services

How Do These Processes Work Together?

Level ILevel II

Level III Level

IV

Where does PBIS fit in this model?

The Problem Solving Model

Level 1

Consultation between

teachers and parents

Level 2

Consultation with otherresources

Intensity of NeedsIntensity of Needs

Level 3StudentStudyTeam(SST)

Am

ou

nt

of

Res

ou

rces

Req

uir

ed t

o

Mee

t th

e S

tud

ent’

s N

eed

s

Level 4 IEP

Consideration

Focus on Tiers (Levels) Focus on Tiers (Levels) I & II as I & II as General Education Requirement General Education Requirement

Tier I Office & discipline referrals School wide Positive Behavioral Interventions &

Supports

Tier II Direct behavior training (social skills) Additional training or groups (self-instruction, anger

control, organizational skills) Development of Programs in the school to address

top areas of need-George Batsche

Where Should Teams Use the PBIS Tools in the Problem Solving Model Process? Level 1? Level 2? Level 3? Or Level 4?

This looks like the place to

start.

Usually teams Usually teams would begin would begin using the PBIS using the PBIS tools just before tools just before the beginning of the beginning of Level 2.Level 2.

PSM and PBIS ToolsWhere do Teams Use the PBIS tools in the PSM Process?

PSM PSM PBISPBISAt Time of Request for Level 2:At Time of Request for Level 2:

►►PSM 1(a)PSM 1(a) Complete PBIS 2PBIS 2 in conjunction with PSM 1 (a).PSM 1 (a). Complete only those items that are different. ►► Prior to 1st PSMPSM Team Level 2 Meeting Teacher collects “Frequency Data” on PBIS 3PBIS 3 using general

behaviors. (Best if collected for 10 days)

►► PSM 2 (a)PSM 2 (a) Complete PBIS 4PBIS 4 at 1st Level II team meeting.

New Hanover County Schools Data Collection Tool

For Students with Behavior ProblemsPBIS 2

Complete this tool for students referred to the Student Support Team (SST) for behavior problems. Attach this form to the Request for

Intervention Assistance tool.

Name: _________________________________ ID# __________________________ Date of Birth____________________________

School: ________________________________ Grade:_______________________

Completed By: __________________________ Date: ________________________

Attendance: Date of Enrollment: _________________ Schools Previously Attended: ____________________ Years Attended: __________

# of Days Absent ___

# of Days Tardy ___

Retentions? ___ Yes ___No If yes, what grade (s): _____

Current Grades: High School Only: # of credits earned toward graduation? __________

Subject Grade Subject Grade

___________ ______ ___________ ______

Testing Information: List all within the last 2 years:

Test Name Date (s) Score (s)

(EOG’s, EOC’s writing tests, _____________________ ___________ ____________

9 week assessments,

standardized tests, etc.)

Discipline/Behavioral Information If student attended other schools, have Module 3 discipline files been requested?

(Attach copy of Incidents Report) Requested? ________ Received? _________

# Office Referrals: ______ Describe current behavior plan:

# In School Suspensions ______

# Out of School Suspensions ______

#Bus Referrals ______

#Bus Suspensions ______

Current Diagnoses: Current Medications:

Medical:

Mental Health:

Involvement of Other Agencies

Family Information : Social Peer Information: Other Important Information:

New Hanover County Schools Frequency Data Sheet PBIS 3

Additional sheets as necessary

Student: __________________________________ Teacher:___________________________________

DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS:

CONCERN EXHIBITED: PEERS, ADULT (SPECIFY): RESPONSE/REACTION:

New Hanover County Schools Frequency Data Sheet PBIS 3

Additional sheets as necessary

1-25-08 8L30 to 9:00 Shouting answers out of turn in morning group.

Morning group All students in class and both teacher and assistant

Reprimand, then redirect to “Wait for his turn

1-25-08 9:00 to 10:00 Throwing pencils, over erasing on paper until it tears, giggling out loud

Independent Reading comprehension sheet

All students in class and both teacher and assistant

Assistant went to desk and took pencils and paper away

1-25-08 10:00 to 12:00 Out of seat, playing with water in aquarium

Math groups 5 students in Math group with Math resource specialist

Teacher came over and took to office

Student: John Bally Teacher: Mr. Kirk’s 1ST grade class

DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS:

CONCERN EXHIBITED: PEERS, ADULT (SPECIFY) RESPONSE/REACTION:

PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?

PSM PSM PBISPBISLevel 2:Level 2:

►►After 1st PSMPSM Team Level 2 Meeting Teacher collects “Frequency Data” on

PBIS 3PBIS 3 using the identified “Target” behavior from PBIS 4PBIS 4 on student

needing the support. (Best if collected for 10 days)

►► Complete PSM 2 (b)PSM 2 (b) Use “Frequency Data” (PBIS 3)(PBIS 3) collected on “Target” behavior to complete the

PSM 2 (b)PSM 2 (b)

New Hanover County Schools Summary of Behavior Data PBIS 4

Name: ___________________________ ID#: __________________________ Date of Birth: _________________________

School: __________________________ Grade: _______________________

Completed By: ____________________ Date: ________________________

What are the student’s strengths? Interests/Preferred Activities

Behavior of Concern?

(What student does.)

Frequency

(How often occurs: per hour, day, or week)

Intensity

(How damaging or destructive: mild, moderate, severe)

Duration

(How long lasts: minutes, hours)

1.

2.

3.

Select and define the target behavior. Choose one behavior (or a cluster of very similar behaviors) that the team agrees is most important to eliminate first.

Define the behavior in measurable, observable terms that are easy to communicate and simple to record.(For a list of meeting participants, see SST Attendance Log, IEP page 1 or IAP)

PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?

PSM PSM PBISPBISIf Team Determines Move to Level 3:If Team Determines Move to Level 3:

►► 1s t Level 3 meeting complete PSM 3 (b)PSM 3 (b) Include in assessment plan:-Functional Behavioral AssessmentFunctional Behavioral Assessment

(FBA) – (FBA) – Note: If the student already Note: If the student already has has

an IEP then complete FBA in Goalviewan IEP then complete FBA in Goalview-Collection of last 3 data points for

student

►► After 1st Level 3 meeting -Team determines whether behavior requires use of 75% or 100% goal

based on the type of behavior targeted. -Functional Behavioral AssessmentFunctional Behavioral Assessment (FBA)(FBA) is completed by a team

New Hanover County Schools Functional Behavioral Assessment FBA page 1

Name _____________________ Review Student’s Strengths Review Target Behavior (See PBIS 4)

ID# _______________________

Date of Birth _______________

Meeting Date _______________

A. Antecedents

Check factors noted prior to behavior

B. Behavior

Summarize behavior at each level of intensity from the data gathered during the last 2 weeks on the Frequency Data Sheet. Be specific and look for patterns.

C. Consequences Check events that typically follow the target

behavior.

Physical/medical (discomfort/change in meds?) Social/emotional (with whom/negative interaction/social skill deficit?) Communication (understand instructions/make needs known?) Environmental/classroom (over-stimulated/noisy/crowded?) Academic/instructional (too easy/ too difficult/ not interested/ unorganized/ large group/ independent work?) Setting events (response to command/ transition/ unstructured / change in routine/ bus/ time / person/ subject?)Home (change in home/ family dynamics?)Other

Mild:

Moderate

Severe

Internal/ intrinsic pleasures Teacher / adult attention Peer attention Verbal warning/ reprimand Loss of privilege (what kind? school? home?) Time out (where? how long?) Detention (how long? what kind?) (include #)Removal from class (bounced) (include #) Office referral (include #) Restitution (what kind?) In school suspension (how long?) Out of school suspension (how long?) Legal charges (what kind?) Bus referrals/suspensions (include #) Other

New Hanover County Schools Functional Behavioral Assessment

FBA page 2

Function of Target BehaviorWhat does the student gain from this behavior?

HypothesisWhat variables appear to trigger this behavior?

What does the behavior look like?

What seems to reinforce this behavior?

Attention from: Peers Staff Preferred adult

Power Control Intimidation Vengeance

Escape/avoidance of Activity or task Particular person Classroom

Self-stimulation to reduce Anxiety Fear

EXAMPLE:

When Johnnie is in samll group instruction and/or (SETTING) and does not get his way (ANTECEDENT)/CONTEXT), he typically responds by shoving and /or using threatening language (BEHAVIOR) to gain attention (FUNCTION).

Fill in the blanks to complete your hypothesis:

When student is ___________________ (SETTING) and _____________________ (ANTECEDENT) he/she typically responds by _________________________________ (BEHAVIOR) to __________________(FUNCTION)

If this is a specific/one time incident that is being considered for long-term suspension, then describe the incident.

Name: ________________________

ID#: __________________________

PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?

PSM PSM PBISPBISLevel 3:Level 3:

►► Team completes PSM 3 (c)PSM 3 (c) Team uses baseline information from “Frequency Data” (PBIS 3) (PBIS 3) to

determine the discrepancy with the appropriate target percentage (75% or 100%)

►► Team completes PSM 3 (d) and (e)PSM 3 (d) and (e) Develop a Behavioral InterventionBehavioral Intervention Plan (BIP) – Plan (BIP) – Note: If the student Note: If the student already has an IEP then complete already has an IEP then complete BIP in Goalview.BIP in Goalview. This plan will be reviewed at each review of the hypothesis. As Progress Monitoring

will occur related to the target behavior to measure the impact of the intervention plan and the

student’s improved behavioral performance

New Hanover County SchoolsBehavioral Intervention Plan (BIP)

Name: # Days Out of School Suspension # Weeks to Implement BIP:

ID#”: How are IEP Services going to be delivered Next Meeting to Review/Revise Plan:

Date of Birth starting on the 11th day of suspension in a school year?: Date: Time: Location:

School:

Meeting Date:

Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented?

What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected?

desired behaviors are demonstrated?

For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.

New Hanover County SchoolsBehavioral Intervention Plan (BIP)

Name: ___________________ # Days Out of School Suspension _____________________ # Weeks to Implement BIP: __________________

ID#”: ____________________ How are IEP Services going to be delivered Next Meeting to Review/Revise Plan: __________

Date of Birth _____________ starting on the 11th day of suspension in a school year?: Date: ______ Time: _______ Location: ______

School: _________________

Meeting Date: ____________

Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented?

What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected?

desired behaviors are demonstrated?

For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.

BIP- page 1

New Hanover County SchoolsBehavioral Intervention Plan (BIP)

BIP- page 2New Hanover County Schools

Behavioral Intervention Plan (BIP)

For a list of meeting participants, see SST Attendance Log, IEP page I or IAP. Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.

What? What consequences will be enforced? Who? Data

Describe the target behavior from FBA. Describe the responsibilities of each Explain how and when data will be

team member, including school staff, recorded. List the type of data collection

family and student. tool that will be used.

Mild: Mild: Mild:

Moderate: Moderate: Moderate:

Severe: Severe (including components of a Severe:

crisis plan)

Focus of Tier (Level) III as Focus of Tier (Level) III as More Formal ProcessMore Formal Process

Team Meets & Typically begins Formal Collection of data (Frequency data)Completion of Functional Behavioral

Assessment (FBA)Design of a Behavioral Intervention Plan

(BIP) Implementation of BIPProgress Monitoring

-George Batsche

Utilizing BIP Intervention to Utilizing BIP Intervention to Do Progress MonitoringDo Progress Monitoring Student must meet all of the criteria set

despite intervention at grade level and a minimum of three changes in the hypotheses and strategies per skill area.

Criteria can be met using progress monitoring in one academic area

and one behavioral area OR in two behavioral areas.

What about Progress Monitoring What about Progress Monitoring & Peer Comparisons?& Peer Comparisons?

Level of Behavior “necessary for success” versus Level of Current, Local Peer PerformanceLevel of Behavior Necessary for Success (Proficient Level)

Level of Current, Local Peer Performance

•75% for •On Task•Compliant•Accuracy of Work

Peer could be as high as 90% but this is more than proficient. National Standard (NCLB) is proficient.

-George Batsche

But What About the Most But What About the Most Severe Behaviors?Severe Behaviors? Harmful to self or others: Assault and

battery Not Harmful to self or others but

causes significant disruption of the learning environment.

Target for replacement behavior would need to be higher than the 75% proficient level

100% would need to be the target level for replacement behavior

NHCS Behavior CriteriaNHCS Behavior Criteria Student must meet all of the criteria

indicated despite intervention at grade level a minimum of 3 changes in hypotheses &

strategies per skill area Criteria can be met using progress

monitoring in 1 academic area & 1 behavior area OR 2 behavior areas

Progress Monitor Student’s Progress Monitor Student’s Response toResponse to InterventionsInterventions

Progress monitor by observing student at least 3 times a week

Remember you need to progress monitor academic areas that are impacted by the behavior

Chart results of your behavior observations and your academic probes

Utilize same decision making strategies regarding changing the interventions as you would with an academic only issue

Remember that students who have behavioral issues but there is no educational impact will continue at PSM intervention level but will not be eligible for consideration for entitlement.

PSM LEVELS I AND IIPSM LEVELS I AND II

PSM Level I a (Data from Teacher and Records/PEP)

* Team continues at Level I and review of student response to interventions at this level by completing PSM Level I b (Intervention Plan/PEP and Results) until it is determined to move to Level II

PBIS 2 Complete items different from PSM Level I a

Prior to the first PSM Level II meeting PBIS 3 Teacher collects general behavioral data on Frequency Data Sheet (PBIS 3) 10 days of data is recommended Modify Frequency Data Sheet (PBIS 3), if necessary (be sure to cover all areas of information)

PSM Level II a (First page of Level II tools) PBIS 4 Summary of behavioral data (PBIS 4) Target behavior determined

After first PSM Level II meeting PBIS 3 Teacher collects data on Target Behavior using another Frequency Data Sheet (PBIS 3) 10 days of data is recommended

PSM Level II b (Second page of Level II tools)Completed during the second Level II meeting

Use data collected on Target Behavior on PBIS 3 to complete the PSM tool Can do FBA and BIP in Level II FBA and BIP also can be done informally, to guide intervention

PSM LEVEL IIIPSM LEVEL III

First Level III meeting Complete Level III a (Define a Problem) Complete Level III b (Develop Assessment Plan)

Include in assessment plan FBA

After first Level III meeting Teacher continues collecting data FBA information is documented Other assessments completed

PSM Level III c (Analysis of Assessment) Team uses data collected to determine baseline (median of 3 data points) and goal (75% or 100%)

PSM Level III d (Develop Intervention Plan)

PSM Level III e (Revisions of Hypotheses/Interventions)

Team develops BIP which includes replacement behavior teaching plan & crisis plan

PSM Process Continues Level III and to Level IV as AppropriatePSM Process Continues Level III and to Level IV as Appropriate

Problem Solving Model (PSM) Tool Positive Behavioral Interventions & Supports (PBIS) Tool

ResourcesResources

NHCS Positive Behavioral Interventions & Supports Training Modules (5 modules/PowerPoints)

NHCS Data Collection & Progress Monitoring for Behaviors (PowerPoint)

NHCS Problem Solving & Positive Behavioral Interventions & Supports: How Do They Work Together? (PowerPoint

NHCS Student Support & Intervention System Manual “Practical Charts for Managing Behavior” by Lynn Lavelle

(Pro-ed Publishing) Web Resources

-www.pbis.org-www.interventioncentral.com-