Intervention Mapping

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Critical Components of Intervention Support

• Interventions are developed based on student need

• All intervention plans have intervention support

• Intervention integrity and implementation are monitored and documented

• Decisions are justified in an RtI model with documentation of intervention support and integrity

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Goals for PBS Team

• Identify initiatives in place that address: individual students, at-risk or groups of students, and the entire campus

• Determine data used to identify students in need of Tier 2 interventions

• Determine curricula that will address needs and how to embed in SWPBS

• Develop a plan for implementing on campus• Include evaluation of system• Include progress monitoring of student outcomes

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Tiers of PBS

Tier 3 – (Individual) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Tier 2 – (Targeted Groups) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)

Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

Tier 1 – (School-Wide) Procedures and processes intended for all students, staff, in specific settings and across campus

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80 - 90%

10 - 15%

1 - 5%

Tiers of Behavioral Intervention/Support

Tier II Targeted InterventionsTargeted Group Interventions

Social Skills TrainingSmall Groups

80 - 90%

10-15%

1-5%

Tier I Core InterventionsSchool-wide Discipline

Positive Behavior SupportsWhole-class Interventions

Tier I AssessmentsDiscipline Data (ODR)

Benchmark AssessmentUniversal Screening

Tier II AssessmentsBehavioral Observations

Intervention Data Gap Analysis

Tier III: Individualized InterventionsBehavior Intervention Plan

Individual CounselingSelf-Monitoring

Tier III: AssessmentsFBA

Progress Monitoring Graph/RtI(Eligibility Assessment)

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Problem Solving Tiers of Service Delivery1. Problem Identification- What’s the problem?

2. Problem Analysis-Why is it occurring?

3. Intervention Design/Implementation-

What are we going to do about it?

4. Response to Intervention- Is it working?

Tier I

Tier II

Tier III

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Tier 1 RtI/Behavior Components

Introduction to School-wide Positive Behavior SupportEstablishing a Foundation for Collaboration and OperationBuilding Faculty InvolvementEstablishing A Data-Based Decision-Making SystemDeveloping Appropriate Definitions of Problem BehaviorsDeveloping Behavior Tracking FormsDeveloping a Coherent Office Discipline Referral ProcessDeveloping Effective ConsequencesIdentifying School-Wide ExpectationsIdentifying Rules for Unique SettingsDeveloping a System for Teaching Appropriate BehaviorDeveloping a School-Wide Reward SystemImplementing School-wide PBSEvaluating the Progress of PBS EffortsEstablishing a Comprehensive PBS System

Across Entire Campus: _____________________________________School -wi de PBS __________________________________________________________________________________

Problem-Solving Guide for Targeted PBS Working Smarter, Not Harder.

Directions: I dentify initiatives (programs, work groups, committees) currently in place that address the following:

Universal

Targeted

Individual Individual Students: _________________________________Chi ld Study Tea m ____Coun sel i n g ______________________________________________ At-risk or Groups of Students:

_Soci a l Worker An ger Ma n a gemen t Group____

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Selecting Tier 1 Behavior Interventions

• Is it intended for all students and staff in all settings?

• Is there an evidence-base for the approach?

• Is the approach cost-effective?• Does the approach provide a system for

data-based decision-making?• Do the data address both student

outcomes and implementation fidelity?

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Before You Consider Tier 2 Interventions…

• Targeted group interventions are intended to impact the behavior of large numbers of students with similar behavior problems or causes for their behavior

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What If Issues are Classroom Related?

• Is it a instructional, environmental or behavioral issue impacting an entire class?– Use Classroom Consultation resources

• Is it an issue about the relationship between the teacher and the student?– Use Classroom Consultation resources

• Is it an issue that impacts all or most classes– Consider expanding Tier 1 interventions to

classroom

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Classroom Consultation Guide

Used by School PBS Team to provide consultation support to identified classrooms in the following:

• Topic 1: Assessment– includes Classroom Assessment Tool*

• Topic 2: Ecological Adaptations• Topic 3: Teaching Behavior• Topic 4: Reward System• Topic 5: Consequence System• Topic 6: Curriculum & Instruction• Topic 7: Intervention Planning

– includes Intervention Plan Tool*

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Tier 2 Critical Questions

• Do we have groups of students that might benefit from a targeted intervention?

• Are any of the identified students NOT contacting the SWPBS system?

• Do the types or causes of their problem behaviors match a targeted group intervention?

• What can we implement to have the biggest impact for the least cost/effort?

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Problem Solving Steps

1). Identify and analyze the problem

2). Develop the plan3). Implement the plan4). Evaluate the plan

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Step 1: I dentify and Analyze. What data do you plan to use to identify those students who are in need of targeted group interventions? Check off the items your team plans on using to identify students in need.

Teacher Nomination Forms

ODR’s by student & behavior

Classroom tracking system or form

Other _Studen ts curren tly i n CST

Other ______________________

Who is going to collect the data? _ PBS Tea m/cla ssroom tea chers submi t da ta on frequen t fl i ers i n clud i n g mi n ors to gu i da n ce___ When will it be completed? _Shou ld ga ther da ta before post pla n n i n g_ Once data are collected you can start to fill out the Student I dentification Worksheet

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Why ODRs May Not Be Enough

• May miss students in ESE settings with persistent or violent behavior who may not generate office referrals

• May not identify students with severe “internalizing” behaviors

• May not identify students with many “minors” but few “majors”

• May not reflect that some teachers refer and some don’t

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Problem Solving Steps

1). Identify and analyze the problem

2). Develop the plan3). Implement the plan4). Evaluate the plan

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Step 2:Analyze the Problem

• Aggression and disrespect are the most critical issues identified in ODRs and screenings

Gather additional informationWhat other data would you want to review?

• Are students being taught and reinforced in SWPBS?

• Are referrals coming from specific locations, times, teachers, etc.

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Step 2:Analyze the Problem

Identify desired behaviors• Students will learn more appropriate

problem-solving and social behaviors

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Step 2: Develop the PlanStep 2a: Brainstorm Strategies. Based upon the curricula currently in place, share feedback with the group.

Curriculum *Feedback

BEP Great program that will address a broad number of students;It has good monitoring tools which will help with RTI.

Classroom Could be helpful for all teachers. Consider doing the CAT with everyone and going more in depth with those who have a lot of need.

ICPS Would be great for a pull out group, but not sure about 3 days a week for 30 minutes. It’s easy to implement, but takes a lot of time.

Skillstreaming Our kids can use many of these skills. Could be less time consuming to teach, but not sure if we have anyone to do pull outs and not sure if teachers would have time to do themselves. If we decide on this one we will need to make sure that the classroom teachers knows the skills being worked on and the steps so they can reinforce in their classrooms.

Social Worker’s Anger Management Group

We need to know which kids are in the group and what curriculum she uses. Maybe we can utilize this group for some of the students. We will also need to figure out how she communicates back to the teachers the skills she is teaching so they can let her know the students progress and so that they can also work on the skills when students are in their class.

Step 2b: Clarification of Strategies. Ask questions or request clarification regarding the curriculums discussed. Curriculum Question Answer I CPS How i s thi s d i fferen t from

Ski l l strea mi n g?

I CPS tea ches a method of problem solvi n g ra ther tha n tea chi n g speci fi c soci a l ski l l s

BEP

How ma n y ki ds ca n be i n the progra m a t on e ti me rea son a bly?

As ma n y a s you ha ve resou rces to dea l wi th ( ti me/ i n cen ti ves)

Step 2c: Selecting Possible Strategies: Curriculum Match student needs (Yes, No, and

why or why not) School has materials (Yes, No)

Feasible for our school (Yes, No)

**Selected (Yes, No)

BEP

Yes, a lot of d i srupti ve type studen ts who l i ke a d u l t a tten ti on

No, wi l l be gi ven a t en d of tra i n i n g

Ma ybe Yes-n eed to ta lk to a dmi n

Classroom

Yes, ma tches tea cher n eeds too No, wi l l be gi ven a t en d of tra i n i n g

Yes Yes

Ski l l strea mi n g

Yes, ou r stu den ts la ck ma n y of these ski l l s

No, wi l l be gi ven a t en d of tra i n i n g

Ma ybe

I CPS

Yes, ou r stu den ts don ’t kn ow how to dea l wi th con fl i ct/problems

No, wi l l be gi ven a t en d of tra i n i n g

Ma ybe

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Step 2d: Barriers to Selected Strategies and Solutions. Based upon the identified curriculum(s), discuss 2 barriers to implementation and brainstorm possible solutions. Curriculum Barrier Solution BEP

1. Person n el to do check i n /ou t 2. Getti n g tea chers to buy i n to checki n g progress reports

1. Ta lk to Admi n . 2. Show resu l ts from others tha t ha ve used BEP

Cla ssroom

1. Who wi l l do thi s tra i n i n g 2. Wha t tea chers wi l l recei ve thi s tra i n i n g

1. Admi n /PBS Tea m lea der or coa ch, Beha vi or Speci a l i st 2. Ta lk to a dmi n , resu l ts of CAT, tea chers ca n volun teer

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Problem Solving Steps

1). Identify and analyze the problem

2). Develop the plan3). Implement the plan4). Evaluate the plan

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ImplementingTargeted Group

Supports

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Targeted Intervention Programs

• Some curricula are designed as a school-wide programs

• Some curricula are designed as pull-outs• Many interventions can be adapted to

address targeted group and classroom or school-wide

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Communicating with Teachers

• Targeted Group as a School-Wide intervention– In order to work, more than the group’s facilitator must be

involved• Administrator support

– Encourage teachers to be flexible with assignments– Training time

• Staff Buy-in– Clarify the need for students to improve skills– Helping teachers by taking care of the more intensive

teaching/mental health component

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Step 3: Develop the Plan

Brainstorm Strategies• BEP• Social skills streaming• Problem-solving training• Anger management groups• Others?

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Examples of Tier 2 Interventions

Skillstreaming PREPARE CurriculumSecond StepBehavior Education ProgramI Can Problem SolveSteps to RespectSchool-Connect 

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Behavior Education Program

• The BEP is a “check-in/check-out” system where students have clearly defined expectations/goals, daily prompts and feedback from positive adults, and increased opportunity for reinforcement

• Designed for at-risk students who accrue multiple referrals in multiple settings across the campus and who are motivated by attention

• Not intended for aggressive or violent students

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Step 3: Develop the Plan• Clarify, vote on strategies• Do these interventions match the data?• Establish goals

– Implement BEP Program for 30 identified students in 1 month

– Establish tracking system for students– Appropriate behavior improves 25% and inappropriate

behavior decreases by 50% on average in targeted group within 3 months (Behavior Progress Report)

– Reduce number of ODRs for aggressions and disrespect by 50% per week within 3 months

– Others

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Preparation

• How will the faculty be informed?• How will students get into the group?

– SWPBS team recommendation– CST recommendation– Teacher/Administration/Guidance

recommendations– Data for prioritization

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Preparation

• What data will be used?– Minors, ODRs, Observations, Progress

Monitoring, Academic, Teacher Nomination, Screening information, etc…

• Is there a need for new data?• Are new forms needed?

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Roles & Responsibilities• All faculty need to:

– Be aware of targeted group programs– Know which skills are being taught

• Identify relevant situations and prompt new skills

– Help progress monitor and reinforce student behaviors– Participate in “transfer of learning” activities

• Administrative team:– Actively supports program

• Time, resources, student success

– Consider group participation during disciplinary events

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Roles & Responsibilities

• Group Facilitator– Gatekeeper for program

• Logistical issues, rapport with students

– Communication/Collaboration with teachers, parents, admin, PBS Team

– Planning & Teaching lessons, Transfer of Training activities

– Data collection, evaluation of students

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Other Issues to Consider

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ImplementingTier Supports

• Time – Training time for staff

– Time to teach students/release time

– Time for progress monitoring/evaluation (weekly)

– Time to coordinate supports/share information

• Data collection– ODRs

– Teacher Nomination forms

– Screeners (pre- and post- measures)

– Progress Monitoring materials

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Implementation

• Who will develop goals for the students? What information should be considered in this process?– Group goals vs. Individualized goals

• Parental consent, involvement• How will the data be managed?

– Security/Confidentiality

• Who will evaluate student progress? How will progress be measured?

• How will teachers and parents be notified of weekly skills and progress?

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Problem Solving Steps

1). Identify and analyze the problem

2). Develop the plan3). Implement the plan4). Evaluate the plan

– Determine how your team is planning to measure outcomes for classrooms and/or students in the targeted group interventions? (e.g., weekly summary of daily progress reports). On your PBS Targeted Group: Specific Action Plan, identify the possible data that may be used to measure outcomes.

Identification Assessment Evaluation

Individual Student PBS

ODRs (major and minor)Teacher requests for supportTeacher rankings of studentsTeacher referrals to ESELack of responsiveness to targeted Interventions (Teacher rankingsratings, progress reports)

Behavior Rating ScaleBehavior Observation FormsPTR AssessmentPTR Intervention GridPTR Interventions ChecklistIntervention Fidelity Measures

ODRsTeacher rankings of studentsTeacher ratings of students (SSBD, TRF, etc.)Behavior Rating ScaleBehavior Observation FormsSocial validity

Targeted Group PBS ODRs (major and minor)Teacher requests for supportTeacher rankings and ratings of studentsTeacher referrals to ESELack of responsiveness to Univer- sal interventions (Teacher rank- ings, ratings)

ODRsTeacher ratings of students (SSBD, TRF, etc.)

ODRsTeacher rankings of studentsTeacher ratings of students (SSBD, TRF, etc.)Behavior Progress ReportBehavior Rating Scale

Classroom PBS ODRs (major and minor)Teacher requests for supportTeacher ratings and rankings of studentsTeacher referrals to ESEInformal “walk-throughs”Classroom observations

ODRsClassroom Assessment ToolFormal observations of classroomFrequency measures

ODRsClassroom Assessment ToolInformal “walk-throughs”Formal observations of classroom

Universal/School-wide PBS

ODRs (major)OSSISSReferral rates for ESEBenchmarks of Quality (Pre-)District and school readiness checklists

Coaches’ SurveySchool ProfileAction plan

Outcome data summary (ODR, OSS, ISS, etc.)Benchmarks of QualitySchool team midyear updateTeam process survey

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Evaluation

• Elements to consider:– Fidelity of Implementation of the Interventions

• are the program(s) being carried out as intended?

– Outcomes/progress monitoring • are student behavior(s) improving?

• How to identify students who need additional support?

• Is it generalizing?

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Monitoring Data

• Progress monitor your students by looking at daily behavior ratings, records of skill use, office referrals, and classroom-managed incidents (minors)

• Progress for students will need to be monitored to ensure success and determine graduation from program

• A simple progress monitoring sheet can be used to track specific behavioral goals

• Teachers can rate student goal behavior and/or students can self monitor

Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

 

Name: ___Johnny Smithson_______________ Date: __2/14/07____ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Teacher Comments: I really like how… Johnny spent a great deal of time working in a group with Carson today

  HR 1st 2nd 3rd 4th L 5th 6th

               

               

   

              

Parent Signature(s) and Comments: __Sally Smithson, I can see that he is making gains__

Target Skill: Joining In Tally:

Saying hello and smiling at classmates

Joining in with a group of peers

Using appropriate language

3 2 2 3 1 3 2 2

1 3 3 2 3 3 3 1

2 2 1 2 2 1 2 1

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments: Wow! Sally did a great job during…

Parent Signature(s) and Comments:

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Using the Data

• Focus on specific problem-solving skills• Supplemental support needed• Different program needed• Planning Booster sessions• Fading reinforcement• Including more self/student-evaluation• Graduation from intensive targeted

group

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Step 4: Evaluate the Plan

•Did we meet the goal?•Examine data and modify intervention if needed

YES NO•Modify existing plan or•Develop a plan to maintain the intervention if it worked

•Develop a new plan•Consider referring back to problem-solving team if intervention isn’t working

Curricula selected:__BEP/Classroom__ School: __Mighty Middle__

Action/Activity

Who is responsible?

When will it be started?

Schedule meeting with administrator to get buy-in for programs, brainstorm personnel/resource issues

Maria Jones Email this evening

Contact Social Worker to get info on Anger Management Group

Sam Stein Monday morning

Schedule time at next PBS Team Meeting to describe data to be collected and assign collectors

Maria Jones Email this evening to team leader

Schedule post planning meeting to go over data collected and identify possible students for programs.

Sam Stein Next week

Download BEP materials from Florida’s PBS website

Elena Martinez Next week

Identify check-in and check-out people for BEP

Elena w/Admin and PBS team leader

Schedule when talking to Admin.

Schedule time for Classroom overview at PrePlanning in fall

Maria Jones Email administrator this evening

Identify person to lead training on Classroom Guide

All Next PBS team meeting

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Tier 3• Key Questions

• What specific interventions are needed at Tier 3? Increased intensity of Tier 2 intervention? Different, individualized intervention?

• How well are Tier 3 interventions functionally linked to FBA?

• How well are Tier 3 interventions implemented? • What is the student’s response to evidence-based

interventions?• Data Analysis

• Functional Behavior Assessment (FBA)• Graph of Response to Intervention data

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Tier 3

• Focus of School-based Intervention Team• Identify individual behavioral issues through data

analysis• Develop intensive individual interventions & supports

(Behavior Intervention Plan - BIP)• Interventions

• Implement BIP based on FBA• Assess integrity and intensity of interventions

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Tier 3: Problem-solving protocol

• Identify target & replacement behavior• Identify peer group for comparison

• Collect baseline & progress monitoring data (frequency, duration)

• Gap analysis - compare student to peer group and expectation

• Determine function of the behavior (FBA)• Develop/Implement interventions based on FBA (BIP)• Monitor/Evaluate/Modify interventions based on data

• Document response to intervention • Problem solving continues based on response to intervention

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Contact Information

Florida’s PBS ProjectPhone: (813) 974-6440Fax: (813) 974-6115E-mail: flpbs@fmhi.usf.edu Web: http://flpbs.fmhi.usf.edu