Targeted (Tier 2) Interventions

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with At-Risk Behaviour

Intensive Individual Interventions:Specialized

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

What is a Tier 2/ Targeted Intervention An intervention that:

Serves multiple students at one time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin

implementation of the intervention with a student All school staff know about, understand their roll with, and

know the referral process for Matches school needs by effectively supporting a significant

proportion of students at-risk for challenging behavior in the school

If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

Check In/Check OutAKA

Check-n-Connect, HUGs, Behavior Education Program…

Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can

also be used in cafeteria or playground… anywhere there is a supervisor)

End of day check-out Points tallied Reward

Daily Progress form copy taken home and signed. Return signed copy next morning.

Check In/Check Out

Weekly CICO Meeting

9 Week Graph Sent

Program Update

EXIT

CICO Plan

Morning Check-In

Afternoon Check-In

Home Check-In

Daily Teacher Evaluation

Example Middle School Point Card

Example Point Card - Elementary

SWIS-CICO

Support Plan Change Description

10/06/2009 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

SWIS-CICO

SWIS-CICO Report

Support Plan Change

Description

09/10/2008 Check out with Joe Binder

What do you What do you think?think?

Any actions Any actions needed?needed?

SWIS-CICO

SWIS-CICO

Support Plan Change

Description

09/16/2009 Can earn get out of class early time

What do you What do you think?think?

Any actions Any actions needed?needed?

SWIS-CICO

SWIS-CICOWhat do you What do you think?think?

Any actions Any actions needed?needed?

SWIS-CICO

Tier 3 PBIS

1. Define the Problem Behavior

2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment

• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs

• See the behavior during specified routines• Hypothesize a final summary of where, when, & why behavior occurs

3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit

4. Ensure Fidelity of Implementation

5. Monitor Plan Impact on Student Behavior

Adapt BSP and implementation as needed

based on on-going monitoring

The Basic FBA to BSP Process

Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

19

Basic Complex

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data

Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies

Developed by whom:

Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)

School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)

Basic vs. Complex FBA/BSP

Behavioral or Learning TheoryAssumptions of Behavioral Theory Behavior is Learned Focus on the observable and measurable Behavior is related to the environment in which it occurs Behavior serves a purpose Focus on how environmental variables can be manipulated to effect

changes in behavior & learning Measure student outcomes & learning

Educational approaches that have emerged from behaviorism include: applied behavior analysis Functional assessment curriculum based measurement and progress monitoring, and Direct instruction have emerged from this model Discrete Trial Training Modeling, shaping, fading, reinforcement, contract, extinction, etc.

Behavior Identify the Target Behavior

Desired Behavior or Non-desired Behavior

Behavior must be identified so that it is observable & measurable Define the behavior so that someone else could

go into the room and both of you could measure the behavior without question

Operational Definition

EXAMPLESWhat the Behavior Looks Like

NON-EXAMPLESWhat the Behavior Does NOT Look

Like

Provide a range of examples •try to provide examples that delineate the boundaries of what the behavior looks like

Provide a range of non-examples

• try to provide examples that delineate the boundaries of what the behavior does not looks like

Behavioral Definition: Observable & Measurable definition

Operational Definition

EXAMPLESWhat the Behavior Looks Like

NON-EXAMPLESWhat the Behavior Does NOT Look

Like

Student is:• Sitting at desk working with feet on floor and hands on work•Standing in line with hands at side and without bumping into other students•Sitting on floor and gently nudges another student by accident•Teacher asks students to hand out books to class•Playing tag at recess and gently tags another person to be it

Student is:•Kicking peer under the desk or poking the peer to get their attention•Hold on to another students arm so they can’t get away from them in line•Purposefully run into or push a student sitting next to you on the floor•Throws a pencil at another student when the student needs a pencil•Chases a peer during recess and touches them after the peer asks you to stop

Hands, Feet and Objects to Self: Student does not touch other students with their hands, feet or objects, with intent to hurt, bother or get peers attention at inappropriate times

ABC’s of Understanding BehaviorOperant Conditioning

What happens before (A or antecedent) the

behavior occurs? Trigger

What is the behavior (B)? What happens after (C or consequence) the

behavior occurs? Response or Outcome of the Behavior

A B C

Antecedents What triggers the behavior?

What happens immediately preceding the problem/target behavior?

What triggers the behavior, be specific... What activity? What peers? What tasks? Describe in detail

If you wanted to set up the student to engage in the problem behavior, what would you have do?

Consequence What is the response to the behavior? What happens immediately following the behavior?

How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses

occur following the problem behavior?

What is the student gaining as a result of engaging in the behavior? How is it paying off for the student?

Learning

A B C

Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

Learning & ABC

A B CStudent is asked to do a math problem in front of the class

Student tries to do the problem at the board, but struggles

Peers laugh at student and one says aloud, “that one is so easy”

NEXT DAY

Student is asked to do a math problem in front of the class

What happens today???

Reinforcing Consequence

AB CIf the consequence is rewarding/desired, the subject

learns the behavior is functional for getting what they want

Behavior Increases in the Future

Rewarding or Desired Consequence

Punishing Consequence

A B C

If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what

they want

Behavior Decreases in the Future

Punishing or Undesired Consequence

ABC’s of InstructionAcross the Continuum of Learners

Antecedent Behavior Consequence

Instruction Prompt Student Response Teacher Feedback

Mainstream

“What is the capital of Sweden?”…. Bueller, Bueller

Student thinks “Stockholm”

Sporadic verbal praiseStudent self reinforcement “I got it right!”

Direct Instruction Reading

Showing card with word “cat” – saying “this word is ‘cat’, what word?”

“cat”

“c-ar”

Yes – that word is cat;

No, this word is cat

Significant Disabilities

“Choosing food at lunch”

Most to least prompting-physical guidance (hand over hand)-Physical-Gestural -verbal

Student ResponseReinforce response-tangible reinforcer-verbal praise-access to natural reinforcer “get lunch”DIFFERENCES across

Continuum- # of trials to mastery- explicitness of instruction

Reinforcing Consequence

AB CIf the consequence is rewarding/desired, the subject

learns the behavior is functional for getting what they want

Behavior Increases in the Future

Rewarding or Desired Consequence

Summary Statement

Based on several observations Identifies predictable relationships between

environmental variables and behavior

During

When

student will

because

therefore the function of the behavior is to access /escape/avoid

(choose one)

(some Antecedent condition occurs)

(engage in a specific Behavior)

(a predictable outCome will occur)

(something in the environment)

(some routine)

Summary Statement

Based on several observations Identifies predictable relationships between

environmental variables and behavior

During

When

student will

because

therefore the function of the behavior is to access /escape/avoid

(choose one)

(some Antecedent condition occurs)

(engage in a specific Behavior)

(a predictable outCome will occur)

(something in the environment)

(some routine)Science or Social Studies

asked to read out loud in class

Verbally refuses, disrespects teacher

his teacher calls on someone else

oral reading

Most Common Functions of Behavior

To Obtain:

peer attention

adult attention

desired activity

desired item

desired peer

To Avoid/ Escape:

difficult task

non-preferred

activity

peer

staff

Why is Function so Important?

Filter & Horner, 2009

Ingram, Lewis-Palmer & Sugai, 2005

Newcomer & Lewis,

2004

Proactive v. ReactivePBS v. Aversive approach

PBS v. Aversive Model (ABC)

A B CPBS (Positive Behavior Support) – Proactive

Emphasis on Interventions to prevent problem behavior

Emphasis on explicitly Teaching Alternate, Desired Behavior

Emphasis on Positive Reinforcement of desired behavior

Traditional Aversive/Punitive Model - Reactive approach

Limited focus on Antecedent Interventions

Little focus on teaching behavior

Emphasis on punitive response to negative behavior

Traditional / Punitive Approach (ABC)

A B CStudent Situation & what the student has learned

Asked to do math problem at the board in front of class of peers

1st time tried to do problem

Peers laughed and said “that one’s easy”

Ever since – students acts out behaviorally

Teacher usually calls on other student to do problem, peers laugh

Traditional Aversive Model - Reactive approach

No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else”

No focus on teaching – student “would have learned it if he was paying attention in class”

Emphasis on punishing response – send student to Behavior Intervention Center or office

PBS Approach (ABC)

A B CStudent Situation & what the student has learned

Asked to do math problem at the board in front of class of peers

1st time tried to do problem

Peers laughed and said “that one’s easy”

Ever since – students acts out behaviorally

Teacher usually calls on other student to do problem, peers laugh

PBS (Positive Behavior Support) – Proactive approach

Give student a problem they can be more successful by practicing problem ahead of time w/ student

Teach & Practice:a. to more politely

refuse problemb. Math skills needed to

problem

Reward student for a. Refusing politely,

instead of w/ negative behavior

b. Trying & success w/ math problem