Day One of Year 3

Critical Elements• PBIS TEAM• FACULTY

COMMITMENT• EFFECTIVE

PROCEDURES FOR DEALING WITH DISCIPLINE

• DATA ENTRY AND ANALYSIS PLAN ESTABLISHED

• GUIDELINES FOR SUCCESS AND EXPECTATION

• REWARD/RECONGITION PROGRAM ESTABLISHED

• LESSON PLANS FOR TEACHING GFS & EXPECTATIONS

• IMPLEMENTATION PLAN

• CRISIS PLAN • EVALUATION

Team Approach

Universal Screeners

Evidence Based Support

Progress Monitoring

Data Base Decisions

Intervention FidelityRtI Behavior

Tier 3 Basics

• Functional based behavior planning process

• Family Therapy• Multi-systemic wrap around services• Cognitive behavioral therapy

Remember your 25 minute meeting?

When completed you have a behavior plan. If that is Not enough, you are ready to move to the Tier 3 Intervention of a BehaviorIntervention Plan . . .

Writing a B.I.P… a Process

• The Functional Behavior Assessment (FBA) leads to

• The Behavior Intervention Plan (BIP)

Functional Behavioral Assessment

(FBA)

FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

WHY FBA?

• Leads to effective interventions• Best practice for service delivery • Offers legal protection to district

Assumptions Underlying FBA

Behavior is learned and serves a specific purpose.

Behavior is related to the context within which it occurs.

The FBA is a process to identify:

a clear description of the problem behavior(s) as reported by Parent(s), Teacher(s), and/or other School Staff;

times, situations, and locations that the problem behavior(s) tend to occur;

positive and negative consequences that follow the problem behavior(s);and, the hypothesized function of the problem behavior(s).

Questions to Address:

Methods for Conducting FBAIndirect:

AnecdotalSurveysNotesInterviews

Direct(Descriptive): Observational

Data collection

Indirect Methods:

ExamplesMAS - Motivational

Assessment ScaleFAST- Functional

Analysis Screening Tool

PBQ- Problem Behavior Questionnaire

Step 1… Gather and Analyze Data

• Review pertinent records (previous interventions, office referrals, academic records, Full and Individual Evaluation {FIE}, behavior logs, observations, etc…)

• Gather information from all adults directly involved with the student (e.g. parent(s), teacher(s), administration, etc…)

• Observe the student during times of difficulty and success

FUNCTIONS OF BEHAVIOR

• Get adult attention• Get peer attention• Get a reward or some tangible item• Gain access to a preferred activity

• Escape/avoid an undesired activity/task

• Escape/avoid a difficult task

Other Information:

•Times, activities, and individuals when behavior is most or least likely to occur

•Conditions that are typically associated before or after the target behavior

•Common setting events associated with the behavior

•Other behaviors that may occur before or with the target behavior

Summary Statement Model

Setting Events

Antecedent Target Behavior

Function(Reinforcer)

Example Statements:

1. When the teacher’s attention is withdrawn or focused on another child,2. Zoe makes noises;3. this results in the teacher scolding and moving closer to Zoe.

1. When all the student attention is on the teacher,2. Terry interrupts the class with comments;3. the students laugh at Terry’s comments.

1. When Kim finishes work before the rest of the class,2. Kim scribbles on the desk;3. this results in the teacher giving Kim some work to do.

Behavior Intervention Plan (BIP)

The summary statement is the foundation for a positive and supportive plan.

Behavioral Intervention Plan Model

Setting Event/Antecedent Target Behavior

Desired Behavior

Acceptable Alternative

Reinforcement

Reinforcement (< R+)

Antecedent Modifications

Reinforcement(Function)

Let’s Meet Taylor

When the teacher gives Taylor work to do, Taylor whines and cries about too much work to do. The whining becomes so disruptive to the class that the teacher tells Taylor to just do some of them. Taylor then does about half of them.

Behavioral Intervention Plan Model for Taylor

Work AssignedTaylor whines

Uses social skills

Making deposits by

giving choices.

Attention

Control/Escape

Give choices & Precorrects for following

directions

Use “I need” statements

Teacher attention &

praise- ignore whining.

Let’s meet Terry

Terry interrupts the teacher 63 times in a 30-minute period. Terry frequently receives responses from other students in the class.

Behavioral Intervention Plan Model for Terry

Attention is on the teacher

Terry interrupts

the teacher

Accepts instruction

Terry earns tickets for

not interrupting

Positive feedback

Terry gets attention from

peers

Token EconomyEarns “teaching

time” which gives peer attention

Promoting Self-Management

Self-monitoring (e.g., the child tracking own performance by logging incidents such as speaking out of turn)

Self-reinforcement(e.g., taking a break following completion of a specific number of math problems, recruiting praise from an adult for use of a particular social skill)

Self-correction(e.g., child uses behavioral checklist to evaluate own performance at the end of each class period)

Crisis Management

If the child’s behavior poses a significant risk to self or others, a plan to ensure safety and rapid de-escalation needs to be developed.Crisis plans are reactive, rather then proactive.

Team members may require outside training to implement procedures.

• The BIP is NOT a disciplinary plan, nor does it replace the regular district code of conduct.

• The BIP is strategies for the ADULTS to follow

What is a BIP?

• Target only the inappropriate behavior

• Simply list increasingly more severe punishments for the inappropriate behavior

• Focus on consequences alone

BIP SHOULD NOT

Kids have long since acclimated to punishers

Identify possible strategies that will teach objectives/replacement behavior(s):

➲ Direct Teaching of replacement behaviors and coping skills.

➲ Role-Playing

➲ Identification of Environmental Supports

BIP…Intervention Strategies

Identify reinforcers and consequences that will likely increase the desired replacement behavior(s).

BIP…Reinforcers and Consequences

How do we discover what is likely to be desired?

Keeping the baseline in mind, determine criteria to be achieved by designated evaluation period.

BIP… Mastery Criteria

BIP…Evaluation of Interventions

• Determine how the objectives will be monitored and method of data collection.

• ➲ (daily point sheets, tickets, weekly charts,

• monthly graphs, behavior logs, etc.)

Determine who is responsible for:

• implementing the objectives/interventions• teaching the replacement behavior(s)• reinforcing the student• ensuring that all staff involved have copies of (and understand) the objectives/interventions• monitoring to ensure the interventions are being followed consistently• documenting and collecting data and

evaluating the intervention

A process… What if the inappropriate behavior

continues?

If after a period of time (2-3 weeks or more), the BIP does not appear to be working, then the BIP should be reviewed and revised.

•

• Remember • Behaviors often

worsen before they get better …

• be prepared …

it is a sign of progress!

A Process … Be Prepared!