psm behavior tier 2 8212
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Problem Solving Training for Behavior
Tier 2Secondary Interventions
1
Overview
• Data Decision Rules• Behavior Basics• Data Tools• Classroom Implementation• Targeted Social Skill Instruction• Check In- Check Out
2
Expectations
• Be Responsible– Return promptly from breaks– Be an active participant
• Be Respectful– Turn off cell phone ringers – Listen attentively to others
• Be Kind– Participate in activities– Listen and respond appropriately to
others’ ideas
Attention Signal
• Trainer will raise his/her hand
• Participants will raise their hand and wait quietly
Group Activity
• Create a picture or visually document to describe where your school is with Problem Solving Implementation.– Accomplishments– Challenges
5
Core – Tier 1
6
GOAL: 100% of students achieve at high levels
Tier I: Begins with clear goals:
1.What do we expect all students to know, understand and do as a result of our instruction?
2.How will we know if these goals are met?
3.How will we respond when students do not meet the goals with initial instruction?
4.How will we respond when some students have already met the goals? (Batsche, 2010)
– What types of Behavioral Needs are not being addressed by our Behavior Core at an effectiveness rate of 80%?
– What data do we need to look at to determine this?
Questions your team needs to consider at Tier 1…
Supplemental – Tier II
8
< 20% of student Core + Supplemental
To Achieve Benchmarks
1.Where are the students performing now?
2.Where do we want them to be?
3.How long do we have to get them there?
4.How much do they have to grow per year/month to get there?
5.What resources will move them at that rate?
6.How will we monitor the growth of students receiving supplemental instruction?(Batsche, 2010)
• What types of Behavioral Needs are occurring for 10-15% of your population?
• What additional supports are needed to ensure success for students not responding to the core?
• What data are needed to respond to the questions above?
Questions your team needs to consider at Tier 2…
Team Initiated Problem Solving (TIPS) Model
10
DATA DECISION RULES
11
WHO is appropriate for Secondary interventions?
• Universal Behavior Screening Data• 2-5 office referrals
How can we use data?
• Can be used by teams to determine set points where students will be referred for additional support
• Individual schools must determine the timeframes for data decisions (2 – 5 ODRs per 9 weeks)
Primary PreventionSchool wide and
Classroomwide Systems for All Students,Staff, & Settings ~ 80% of Students
Secondary PreventionSpecialized Group
Systems for Students with At Risk Behavior
~15%
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High Risk Behavior~5%
Data Decision Rules Examples...
0-1 ODR Referral
2-5 ODR Referrals
6 or more ODR referrals
Other data decision rules:-# referrals-# minor incident referrals-absences -teacher concern-behavior screening results
Data Decision Rule Examples Continued…
• Any student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention
• Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention
• Any student who fails one or more classes will be invited to join a small group related to classroom success
Using ODRs to evaluate your continuum of supports
IF...
FOCUS ON...
More than 40% of students receive one or more office referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group
settings Small number of students destabilizing overall functioning of school
Individual Student Systems
Workbook
pg. 2
Workbook
pg. 2
Team Time
• Discuss and document your data decision rules.
Visit the PSM wiki• Click on pages/files (right tab)• Look for Data decision team planning, then select download
BEHAVIOR BASICS
18
To correctly match appropriate interventions to problem behaviors, teams
will rely on the science of behavior.
TIPS – Step 1
20
Identify the Problem
DATA COLLECTION
& TOOLS
21
How do we identify the problem?
Not Measurable
fighting
swearing
talking out
out of areaon task
bothering
defiant
oppositional
rude
inattentive
lazy
Measurable
Measurable or Not?
Objective Subjective
Every ten minutesContinuously
Talking during seatwork
Disobedient
Sometimes
Once or twice a week
Tapping pencil on desk
Five times each day
Hurrying through work
Repeatedly
Seldom
Bizarre
Bothering a neighbor
Leaning back in chair
Twice each period
Passing notes
Objective Descriptors
Developed by the Behavior Specialist Team of Wake County
Public Schools
The “Stranger Test”• Is the description of the behavior clearly defined?
• Would a stranger’s description match yours?
• If a stranger read your description, would they be able to identify the problem behavior?
Data Considerations:Clear Definition of Problem Behavior
Developed by the Behavior Specialist Team of Wake County Public Schools
Context
Frequency
Intensity
Duration
How often does the behavior occur?
How extreme is it?
How long
does it last?
Under what circumstances does it occur?
Data Considerations:Data to Collect
Data Collection Strategies
• What is already collected?– Anecdotal notes by teacher– Office referrals– Disciplinary actions
• What else can be collected? – Products from Consequences– Behavior Contracts– Checklists – DBRs– Direct Observation– Interviews
Direct Assessment – Frequency CountsBehavior Counting
Name ____Shamel ____ Week of __Nov 5, 200X______
Behavior to be counted ____Negative Comments to Peers: (Get out of my face. )
Mon. Tue. Wed. Thurs. Fri. Total
Arrival
Math
Science
Art
Reading
IIII IIIII II II IIIII IIIII IIIII I
I 40
I I I 3
II I III IIII I 11
IIII IIIII IIIII III IIIII IIII I 24
I II III 6
Direct Assessment – Duration RecordingRecord the elapsed time, usually in minutes, from onset to conclusion of target behavior. Be sure to indicate the date, and the activity in which the student was
engaged when the target behavior began to escalate.
Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____
Target Behavior: Tantrum (screams, lays on floor, throws items)
Behavior IncidentBriefly describe, making sure to note date, time, and any circumstances you think noteworthy.
Transition
Large Group
Small Group
Individual Work
Read Aloud
Read Silently
In Crowds
Library
Specials
Specific Subject
#1
#2
#3
9:45-10:15, Mon, Nov 15Group was doing read aloud 9:35-10:15, Tue, Nov 16Went to an assembly in the gym#3 9:28-10:05, Fri, Nov 19Oral vocabulary test
Behavior
• What is the challenging behavior?• What can you observe?
– What does it look or sound like?
• Prioritize• Choose one
29
refusing to partic-ipate
cursing peers Leaving assigned area
0
5
10
15
20
25
30
# o
f in
cid
en
tsBehavior
30
31
Setting Events
• What environmental, personal, situational or daily events impact the behavior?– Eating/Sleeping routines– Medical/Physical problems– Familial and staff interactions
• Do not immediately precede problem behavior
Setting Events
32Exhibits/reports
sicknessNo breakfast Missed the bus Visit with mom
0
2
4
6
8
10
12
14
16
18
Setting Event
# o
f in
cid
en
ts
33
Antecedent
• What happens immediately before the behavior?
• Predicts problem behavior• When, Where, With whom, Activity
– Time of day– Physical Setting– People present– Types of interactions (demands, directives,
etc.)
Antecedent
Readi
ngMat
h
Social
Stu
dies
Spec
ials
Smal
l Gro
up
Direct
Inst
r0
5
10
15
20
25
34
Consequence
• What happens immediately after the behavior?
• Gives student a reason to repeat the problem behavior
• Not related to punishment
35
Redirection Calling name
Outisde conference
Reminder Ignore Time-out0
5
10
15
20
25
30
35
40
45
Consequence: Pink=Attention Maintained; Purple=
Escape
2/6-2/16/07
# o
f in
cidents
36
37
Function …
• People behave for a reason - we call this “function”
• Function:• Does he/she get something?
• Tangibles, attention, stimulation, people, etc.• Does he/she avoid or escape
something?• People, activities, embarrassment, tasks, etc.
Only Two Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peerfrom Horner & Sugai at
www.pbis.org
TIPS – Step 2
39
Develop Hypothesis
Hypothesis Statements
Information about the problem behavior is used to write a hypothesis statement that helps us predict when the problem behavior is likely to occur and the function of that behavior.
40
When Estes is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid __________. behavior function
to access peer and teacher attention.
Hypothesis:When Estes is in language artsand the teacher is providing direct instruction
he typically responds by making verbal noises (ex. Burping)
Hypothesis Statements
41
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
42http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
ActivityWrite a hypothesis statement about Robert’s behavior
Identifying the function helps us :
• Choose an appropriate intervention– Will this intervention meet the functional
need?
• Choose an appropriate replacement behavior– Alternative behavior taught to the
student– What you want the student to do instead– Must meet functional need
43
Redirection Calling name
Outisde conference
Reminder Ignore Time-out0
5
10
15
20
25
30
35
40
45
2/6-2/16/07
# o
f in
cidents
Which reinforcement would be most effective: a behavior plan that gives
student lunch with the teacher or a “drop an assignment” pass?
44
TIPS – Step 3
45
Discuss and select
Solutions
Some Secondary Solutions…
-Small Group Social Skills Instruction
-Check In/Check Out (CICO or BEP)
Targeted Social Skills Instruction
Students learn appropriate
behavior in the same way a child who
doesn’t know how to read learns to read—through instruction,
practice, feedback, and
encouragement.
Teaching Behavior
• Inappropriate behavior is viewed as a skill deficit
• Social skills training teaches students a process or strategy to resolve problems.
• Teaching behavior is used when a student needs to replace problem behavior with a more desirable behavior.
Two Types of Social Skill Deficits
• Skill deficits (cannot do)– Direct teaching approach
• Coaching, modeling, behavior rehearsal
• Performance deficits (will not do)– Incentive-based management approach
• Prompting, cuing, reinforcement• Prompted social initiations • Home and school rewards• Individual and group contingencies
Assessment of Social Skills
• Skill based deficit– Provide strong incentive to observe if
student can perform under such conditions.
Assessment of Social Skills
• Performance based deficit– Motivational deficit
• Observe if student performs skill following introduction of motivational strategy.
• motivation=value*belief in ability*get reward promised (Vroom, 1964)
– Discrimination deficit• Student frequently performs skill, but fails to
perform under specific circumstances.• Oblivious to social cues or social demands of
situation.
Social Skills Instruction
• Direct instruction– Skill based approach
• Social problem solving– Strategy based approach
• Opportunistic teaching (not enough alone)– Prompt students who have missed an
opportunity to practice a skill– Provide correction when skill is incorrectly or
inappropriately demonstrated– Debrief when student uses inappropriate
behavior in place of appropriate social skill
To effectively teachsocial skills you must ALWAYS
determine what you want the student to do INSTEAD
Social Skill Areas
• Cooperation skills• Assertion skills• Friendship skills• Empathy skills• Self-control skills• School and classroom skills
Social Skills Instruction for Small Groups
• Select & group students with similar needs
• Determine staff responsible• Determine best time for instruction• Select curricula & write lessons• Communicate with teacher and
parents• Evaluate effectiveness
Social Skills Instruction for Small Groups
• Select & group students with similar needs– Type of problem behavior– Intensity of problem behavior– Age/Developmental Level– Gender– Develop Group Behavior Management
Plan
Social Skills Instruction for Small Groups
• Determine staff responsible– Consider size of group and type of
problem behavior when assigning staff to (co) lead
• Determine best time for instruction– Lunchtime, After/Before School,
Rotating Schedule, intervention block
Social Skills Instruction for Small Groups
• Select curricula & write lessons– Consider students’ developmental level– Commercial curricula, online lessons, or
custom lessons– Materials needed– Meeting space requirements/limitations
Tell, Show. Practice, Assess and Repeat
WorkbookPg, 8
WorkbookPg, 8
Generalization Strategies
• Provide a range of useful skill variations.
• Teach in the targeted setting.• When teaching, include peers the
target student is likely to encounter in the problem setting.
• Use a number of adults when teaching.
• Continue teaching for a sufficient amount of time.
Social Skills Instruction for Small Groups
• Communicate with teacher and parents–Written parent permission best
practice–Determine how
teacher(s)/parent(s) can encourage/participate (homework)
Social Skills Instruction for Small Groups
• Evaluate effectiveness–Pre/Post Data Comparison–Teacher/Parent Feedback–Student Assessment
Researched Based SS Curriculums
Second Step
Video
Team Time
• Using your ODR data determine which social skills lessons and groups are most needed at your school, list
• when will lessons be taught• how will team ensure instruction is
occurring• Evidence of lessons• Possible reinforcers for participation
Assessing Social Skills lessons
Visit the PSM wiki
• Click on pages/files (right tab)• Look for Social Skills
Observation Checklist, then select download
Check-In Check-Out(CICO, aka BEP)
CICOFeatures: • Research-based intervention effective with
75% of students who participate• Students identified and receive support
within a week• Check-in and check-out daily with an adult
at school• Regular feedback and reinforcement from
teachers• Family component• Daily performance data used to evaluate
progress
10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of determination that the student should receive the intervention
4. Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations
10 Critical Features of CICO/BEP continued…
6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided daily
Behavior Education Program (aka…
CICO)
DVD
Why does the CICO work?
• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one
adult
• Increase in contingent feedback• Feedback occurs more often and is tied to
student behavior• Inappropriate behavior is less likely to be
rewarded
• Elevated reward for appropriate behavior• Adult and peer attention
• Linking school and home support• Organized to morph into a self-
management system
Is My School Ready to Implement a CICO System?
• School-wide system of behavior support in place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support– Time & money allocated
• No major changes in school climate– e.g. teacher strikes, administrative turnover, major
changes in funding
• CICO implementation a top priority
How Do You Build Student and Staff “buy-in” for the CICO?
• Give CICO program a high profile in your school
• Promote CICO as positive support not punishment
• Collaboratively involve referring teachers in CICO process
• Provide regular feedback to staff, students, and families
Is It Really Resistance For Intervention?
Before Implementing a Secondary Intervention, You Must Ask:
Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?
Team Time
Use your workbook to begin planning for Social Skills and CICO implementation.
TIPS – Step 4
77
Develop and Implement Action Plan
Creating a Behavior Goal
• Clear goal needs to be set that can be evaluated using data
• Goals can be measured in the following ways:– % reduction– Absolute reduction– Satisfaction level
78
Tips for Writing Behavior Goals
• Use the baseline data as a guide for where you want behavior to go
• Intervention must match the goal statement
• Achievable and age appropriate (in comparison to peers)
• Must include a time frame
79
Example Behavior Goal
_______________ will (increase or decrease)(Student Name) (select one)
_________________________ by or to _________________
(Behavior) (% or number)
by _______________. (date/timeframe)
80
3 Questions that Action Plan must Answer
• What are you doing?• Who is doing it?
• By when?
81
TIPS – Step 5
82
Evaluate and Revise Action Plan
How do we Progress Monitor for Behavior?
DBRs
• Daily Behavior Report = DBR• The DBR involves a brief rating of
target behavior over a specified period of time
• Additional examples at • http://www.interventioncentral.org/ind
ex.php/tools/197-behavior-report-card-generator
83
84
Characteristics of DBR
The DBR involves a brief rating of target behavior over a specified period of time – behavior(s) is specified– rating of the behavior(s) typically occurs at
least daily – obtained information is shared across
individuals (e.g., parents, teachers, students)
– the card is used to monitor • the effects of an intervention• as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
How are DBR data summarized?
00.10.20.30.40.50.60.70.80.9
1Class on Time
Completed Work
Positive Participation
85
DBR Considerations
• Measures perception of behavior• “3 to 7” not “he is a 7”• No absolutes in Social Behavior• Rater Effects
86
Do we have a problem?
(Example of the PSM process for Behavior
Collect and Use
Data
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Team Initiated Problem Solving
(TIPS) Model
Identify Problems
Problem Statements• Write a “problem statement” that specifies
the precise nature of the problem• The more Ws (what, when, where, who,
why) you incorporate into the problem statement, the more precise the problem statement will be
• The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal withTimeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
We have 8 students with 2-ODRs from Sept. to Nov. for
primarily disrespectful behaviors in the morning
reading class and afternoon social studies class in order to
access peer and adult attention.
Re-teach Responsibility lessons
Implement CICO Reinforce on-task
behaviors with DPR
Write your Precise Problem
Statement here.
Collect and Use
Data
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Team Initiated Problem Solving
(TIPS) Model
Identify Problems
Solutions – Generic Strategies
• Prevent – Remove or alter “trigger” for problem behavior
• Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior
• Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary
• Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)
• Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs
Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)
Prevent “Trigger”
Define & Teach Reteach Respect lessonsImplement CICO to provide more frequent feedback and instruction about respectful behaviors.
Reward/Reinforce Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
Trevor Test Middle School
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors n the morning reading class and afternoon social studies class in order
to access peer and adult attention.
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal withTimeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the
classroom during reading possibly motivated by
attention.
Re-teach Respect lessons
Implement CICO Reinforce respectful behaviors with DPR
Write Solutions
here.
Collect and Use
Data
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Team Initiated Problem Solving
(TIPS) Model
Identify Problems
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal withTimeline, Fidelity & Outcome
Measures, & Updates
SS
JA (cico)
All teachers
11/1/10
11/3/10
11/3/10
All 8 students will earn 80% of daily points on their daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the
classroom during reading possibly motivated by
attention.
Re-teach Responsibility lessons
Implement CICO Reinforce on-task
behaviors with DPR
Document Implementati
on here.
Document
Goal here.
Collect and Use
Data
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Team Initiated Problem Solving
(TIPS) Model
Identify Problems
1 2 3 4 5 6 7 80
10
20
30
40
50
60
70
80
90
100
CICO Avg Points Per Day
CICO Avg Points Per Day
Implementation and Evaluation
Precise Problem Statement, based on review of data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt,
Reward, Correction, Extinction, Safety)
Who? By When?
Goal withTimeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10
Problem-Solving Action Plan
JM has received 2 ODRs during the first grading period for disruptive behaviors in the
classroom during reading possibly motivated by
attention.
Re-teach Responsibility lessons
Implement CICO Reinforce on-task
behaviors with DPR
11/1 5 students are meeting 80%
goals consistently and might benefit from maintenance
plans. Three students are not making progress.
Consider modifying plan and/or adding
additional interventions.
Evaluate here.
Problem Solving Practice
• Use your disciplinary data to practice the problem solving process.
• Use the TIPS problem solving worksheet to assist you with the process.
Implementation Inventory
• Evaluates all three levels of implementation
• Considers Systems, Data, and Practices
• Goal is 80% in each area• Use this evaluation to continue to
develop and strengthen all three levels of your problem solving model.
101
Are we done YET??
• Using your Action Plan document complete the section on Behavior Tier 2.
• Complete the evaluation.
• Thank you!!!
102
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