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- [email protected] Oyen- [email protected] Hubert- [email protected] Jackson- [email protected] Cain- [email protected]