pbis module 3 slides
TRANSCRIPT
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PBIS Team Training
Module 3: Tertiary Implementation
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Exceptional Children DivisionBehavior Support & Special Programs
Positive Behavior Intervention & Support Initiative
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Modules developed by the University of Missouri
Center for School-wide PBIS and revised by
North Carolina PBIS Trainers
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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’ ideas4
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Attention Signal
Trainer will raise his/her hand
Participants will raise their hand and wait quietly
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Welcome to PBIS Module 3 Training!
Prepare a poster showing successes and challenges from Universal and Secondary Implementation.
Use data from your most recent Implementation Inventory, SET, etc.
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Training Objectives
Participants will be able to: Evaluate implementation of school-wide and
secondary PBIS Create a system for receiving and processing
individual student referrals Use data to:
Identify individual students needing intervention Develop and evaluate interventions to address
problem behavior Determine effectiveness of tertiary systems
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Module 3 Accomplishments and Products
At the end of these two days, teams are expected to have: Conceptualized tertiary systems for your
setting Discussed implementation of teacher-led
practices Reviewed data collection & assessment
for individual students Developed action steps for tertiary
implementation 8
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Activity: PBIS Review Crossword
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Workbook Page 3
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Activity
Review Universal and Secondary Implementation based on Implementation Inventory Scores.
Use the data to identify Action Steps
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WorkbookPages 4-7
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PBIS Tertiary Support is:
A systems approach to individualized intervention and support development.
A process that all staff in your school will use to support individual students.
A teacher-led process that utilizes a functional approach to addressing behavior
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Whole School Effective SchoolOrganization
Positive School Climate
Effective StaffDevelopment
Data Based Decision Making
Culturally ResponsivePractices
Parent and Community Partnerships
EffectiveInstructional
Practices
Classroom
Effective InstructionalPractices
PositiveClassroomManagement
Culturally ResponsiveInstruction
Universal Design/Differentiated Instruction
OngoingScreening and Assessment
Classroom Coachingand Consultation
Struggling Students
ProgressMonitoring
Behavioral Group Strategies
Mental Health Assistance
Focused Research-based Academic Instruction
Individuals
FBA/BIP
MentalHealth Services
Consider- action for Eligibility
EC
Specially DesignedInstruction
BehaviorInterventions
Related Services
School ImprovementSchool Improvement
Targeted Group Interventions•Small group instruction•Focused academic help sessions
Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction
Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning
Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching
Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships
Academic Behavior
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Primary PreventionSchool wide and
Classroom wide 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%
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
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Core
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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)
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Supplemental
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Tier II < 20% of students
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)
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ve, Individualized
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Tier III < 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1. Where is the student performing now?
2. Where do we want him/her to be?
3. How long do we have to get him/her there?
4. What supports has he/she received?
5. What resources will move him/her at that rate?
6. How will we monitor and evaluate the student’s growth?
(Batsche, 2010)
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Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehavior Behavior Intervention Intervention &&SupportSupport
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
(Newton, et. al., 2009)
ResourcesPages 7-9
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Tertiary Implementation:
Data, Systems, and Practicesto Support Individuals
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SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehaviorBehaviorInterventiIntervention on & Support& Support
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
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Data Collection Strategies & Tools
Problem identification, data collection, and evaluation
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Clear Definition of Problem Behavior
The “Stranger Test” Is the description of the
behavior crystal clear? Would a stranger’s
description match yours? If a stranger read your
description, would they be able to identify the problem behavior?
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fighting
talking out
completing work
inattentiveswearing
out of area
defiant
rude
Not Measurable
bothering
oppositional
lazy
Measurable
Measurable Descriptors
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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
Data Considerations: Objective Descriptors
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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
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Data Collection Strategies
What is already collected? Anecdotal notes by teacher Office referrals Disciplinary actions
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Data Collection Strategies
What else can be collected? Products from Consequences Behavior Contracts Checklists Daily Behavior Report (DBR) Direct Observation Interviews
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“Think sheets”
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Fixing Broken RulesThe rule I broke was
What should happen because I broke the rule?
Becoming A Problem Solver
How should I have solved the
problem? List 2 better ways. What will I do from now on?
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DBRs
Daily Behavior Report = DBR Also referred to as Direct Behavior
Rating The DBR involves a brief rating of
target behavior over a specified period of time on a scale 1-10.
For more information and examples: http://www.directbehaviorratings.org/cms/index.php/communication/2-uncategorised/13#groupS 30
Level II
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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)
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Potential Uses for the DBR
Increase communication As a component of an intervention
package, particularly in self-management
Provide “quick” assessment of behaviors, especially those not easily captured by other means
Monitor student behavior over time Flexible
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A systematic DBR possesses the following 4 characteristics:
1. The behavior of interest must be operationally defined
2. The observations should be conducted under standardized procedures
3. The DBR should be used in a specific time, place, and at a predetermined frequency
4. The data must be scored and summarized in a consistent manner
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How are DBR data summarized?
00.10.20.30.40.50.60.70.80.9
1Class on Time
Completed Work
Positive Participation
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DBR Considerations
Measures perception of behavior “3 to 7” not “he is a 7” No absolutes in Social Behavior Rater Effects
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Individual Student Data Tracking12th %tile
Date: Data: Date: Data:25-Aug 40 28-Aug 3026-Aug 20 31-Aug 6027-Aug 50 1-Sep 40
Date: Data:
2-Sep 503-Sep 704-Sep 808-Sep 909-Sep 70
10-Sep 5011-Sep 8014-Sep 8015-Sep 90
Graph
Goal Info BaseLine
Goal Start Date:Goal End Date:
Goal Unit:
Goal:
INTERVENTION
7025-Aug10-Dec
% opportunities
Phase2:
Phase1:
Intervention Phase2 Notes:
Intervention Phase1 Notes:Group Contingency: If Heather meets 80% goal for three of 5 days/ week the entire class earns 5 minutes extra during recess.
50
70
80
90
70
50
8080
90
40
20
50
30
60
40
0
10
20
30
40
50
60
70
80
90
100
% o
pp
ortu
nit
ies
Dates
Heather - Hand RaisingIntervention Phase1Intervention Phase2Base Line Data
12th Percentile
Goal Line
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Direct Assessment – Frequency Counts
Behavior 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
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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.
Tran
sition
Larg
e Gro
up
Sm
all Gro
up
Ind
ividu
al W
ork
Read
Alo
ud
Read
Silen
tly
In C
row
ds
Lib
rary
Sp
ecials
Sp
ecific S
ub
ject
#1
#2
#3
9:45-10:15, Mon, Nov 15
Group was doing read aloud
9:35-10:15, Tue, Nov 16
Went to an assembly in the gym
#3 9:28-10:05, Fri, Nov 19
Oral vocabulary test
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Context Checklist
Social/Emotional Response to demand/request Transition between tasks/ setting Interruption in routine Change in home/family dynamics Lack of social attention Negative social interaction w/peers Negative social interaction w/adults Social skills deficits Consequences imposed for negative behavior Other (specify): ____________________________Academic/Instructional Specific subject: ____________________________ Grade level : on/above/below Activities: too easy/ too difficult Work completion: finishes quickly/ average / rarely finishes
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Classroom Assessment
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Classroom Management Checklist*adapted from Geoff Colvin's Classroom Strategies
Name of Teacher ___________________ Date ______________
Designing the Physical Space In Place = 2 Partially = 1Not = 0
1. A specific classroom area is identified for independent work.
2. A specific classroom area is identified for group work.
3. A specific classroom area is identified for free choice activity.
4. A specific classroom area is identified for time out.
5. A specific classroom area is identified which is easily accessible for teacher storage and student supplies.
Level I
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Data Considerations
What is the target behavior and goal? Focus on a specific behavior that has been
operationally defined Goal to increase or decrease behaviorWho is the focus of the rating? Individual, small-group or class-wideWhat is the period for rating? Specific school period, daily, or otherWhat is the setting of observation? Classroom or other location
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Data Considerations
How often will data be collected? Multiple times a day, daily, weeklyWhich tools are the best to assess the
behavior? Checklist, rating scale, DBR, observation,
interviewWho will conduct the rating? What resources
can be used to collect data? Classroom teacher, aide, or other educational
professionalWill ratings be tied to consequences? Consequences must be consistently delivered by
person responsible
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Activity: Tertiary Data
With your team complete the Tertiary Data activity
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WorkbookPage 8
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SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehaviorBehaviorInterventiIntervention andon andSupportSupport
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
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Activity
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Critical Elements of Tertiary Systems
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Tertiary Systems Considerations
Commit to: Establishing a team to assess and
intervene with students who have serious behavior problems
Allotting adequate time and resources for the team Training & planning Design & implementation of individual
supports48
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Why do we need Tertiary Systems?
To make a lasting, positive, change in behavior
To provide a systematic way to support staff and students
To establish practices for children with behavior concerns
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Team Structure Consideration
Who? What? When? Where? Why?
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Most Common Team Structures
Problem-Solving Only Team RtI & PBIS Teams
PBS
PBS
Pre-referral and PBIS absorbed in RtI Pre-referral absorbed in RtI
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Tier IIIAcademi
c
Tier IIAcademi
c
Tier IAcademi
c
Tier IBehavior
Tier IIBehavior
Tier IIIBehavior
Problem Solving Only Team
Will you have representatives for each level of support or for grade levels?
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PBIS TeamSchool-wide
PBIS process
5th gradeBehavior
4th grade Behavior
3rd gradeBehavior
How will you structure both
problem solving teams?
2nd grade Behavior
1st grade Behavior
Kinder-garten
behavior
Kinder-garten
Academic
1st gradeAcademi
c
2nd gradeAcademi
c3rd gradeAcademi
c
4th gradeAcademic
5th gradeAcademi
c
RtI TeamRtI process
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Team Responsibilities: Tertiary System Considerations
Identify resources and structures develop the tertiary system of supports Assess students Develop and implement support plans
Personnel Family Involvement External agency involvement
(Child and Family Teams/System of Care)54
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Team Responsibilities: Implement the Tertiary
System Access training and on-going staff
development to establish and maintain knowledge of PBIS team
Providing staff development and support to teachers regarding the process
Support teachers with assessment and implementation
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Team Responsibilities: Monitor the Tertiary
System Review behavioral data and
interventions in order to evaluate the effectiveness
Reviewing Implementation Inventory Tertiary Systems, Data, and Practices to address areas of need
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Activity: Tertiary Team
Discuss connections to existing teams (ex. RtI, pre-referral, PBIS, SOC, etc.)
Discuss team structure, organization, and communication.
Complete the Tertiary Team Functions Section of your workbook.
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Create the System:Working Smarter
What does working smarter look like at the individual level? How do we invest our resources wisely?
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Develop a continuum of support within the tertiary level to address all the shades of red
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Three Important Themes
Create systems (not just interventions) to support all students
Intervene earlier rather than later
Evidence, not opinion59
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Data Decision Rules
To address: Teachers initiating the behavioral
support process Student data initiating the process Progress and goal completion rules Tertiary intervention effectiveness
guidelines60
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Examples
Less than 15 Star Tickets earned per week for 2 weeks
More than 5 absences in a 30 day period 3 or more counseling referrals in a 30 day
period 6 or more office discipline referrals Progress to 80% completion of homework
assignments 70% of students receiving this tertiary
intervention meet their goals within 8 weeks61
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Activity: Tertiary Data Decision Rules
Discuss with your team possible data decision rules for your school Student referrals Progress and goal completion Intervention effectiveness
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Systems for Individual Students
Quick, supportive response to teacher
Understand how behavior is functionally related to the teaching environment (competing pathways)
If you have multiple students displaying similar behaviors = system issue not individual student issue 63
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Referral Process
How will teachers know who to refer? Data decision rule Professional judgment After what process in classroom
How do they refer? Form To Whom
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Referral Process
What happens next? Data collection Case manager Parent/family participation Team meeting
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Referral Process
Plan Plan written? Good fit for context? Executed by whom? How do you know?
Evaluated? Next Steps
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Individual Student Referral Process
67
Supplemental ResourcesPage 20
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Activity: Tertiary Referral Process
Discuss the referral process for tertiary supports section in your workbook
68
WorkbookPage 11
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Part I: Foundations
2-Fully in place 1-partially in place 0-not yet started
1. Score within the past 18 months on the SET (80%/80%), BOQ (70%), or TIC (80%) indicates that SWPBS is being implemented with fidelity 2 1 0
1. A person within the school building is identified to coordinate function-based support planning and implementation. 2 1 0
1. At least three people within the school are trained to conduct basic functional behavior assessment interviews and do simple, confirmatory direct observations based on the results of the functional behavior assessment interview.
2 1 0
1. At least one person within the school, or regularly available to the school, is trained to conduct direct observation methods of functional behavior assessment and lead development of a behavior support plan.
2 1 0
An evaluation of Systems for the Tertiary Level:Checklist for Individual Student Systems (CISS)
69
ResourcesPages 21-24
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SYSTE
MS
SYSTE
MS
SupportingSupportingStaff BehaviorStaff Behavior
DATA
DATA
SupportingSupportingDecisionDecisionMakingMaking
PRACTICESPRACTICES
SupportingSupportingStudent BehaviorStudent Behavior
PositivePositiveBehaviorBehaviorInterventionIntervention& Support& Support
OUTCOMESOUTCOMES
Social Competence &Social Competence &Academic AchievementAcademic Achievement
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Functional Assessment & Intervention
Level of Functional Support
ToolsPerson(s) involved
Teacher Led
Behavior Contract TeacherStudentParentAdditional resource
Problem Solving Worksheet
Competing Behavior Pathway
ERASE
Team Directed
ERASE TeamTeacherStudentParent
Brief Intervention Planning
Full FBA & BIP with Child/Family Team
Team Teacher Student ParentCommunity Partners
Functional Analysis & Behavior Intervention Plan
71
INFORMALEASIERSIMPLE
RESPONSIVE
NOT RESPONSIV
ECOMPLICAT
EDHARDERFORMAL
ResourcesPage 25
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73
Both Identify:
Problem behavior Setting events that increase the likelihood
of the occurrence of the targeted behavior Antecedents that reliably predict the
target behavior Consequences that maintain the behavior Plans to teach replacement behavior
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Behavior
What is the challenging behavior? What can you observe?
What does it look or sound like? Choose one Prioritize
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Behavior
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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
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Setting Events
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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.)
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Antecedent
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Consequence
What happens immediately after the behavior?
Gives student a reason to repeat the problem behavior
Not related to punishment
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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.
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Only Two Basic FunctionsOnly Two Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
PeerSugai, 2011
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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
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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 arts and the teacher is providing direct
he typically responds by making verbal noises (ex. Burping)
Hypothesis Statements
85
instruction
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http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
86http://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 Bruno’s behavior
Bruno
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Identifying the function helps:
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
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Teacher-Led Behavior Support
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Teacher – Led Support
Any individualized behavior support should always begin with a hypothesis based on data about the student
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Teacher – Led Support
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Behavior Contract
Individualized class or school behavior plan Adjust goals Prerequisite skills Shorter time periods More frequent reinforcement
Contract to address performance deficit
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Behavioral Contracts
Positive reinforcement intervention Clarify behavioral expectations for
students and staff to carry out the intervention plan
Include the student in designing the contract to increase motivation
Include parents in planning and reinforcement
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Steps for Designing Behavior Contracts
List student behaviors Can be reduced or increased Behavioral goals should usually be
stated in positive, goal-oriented terms
Clearly defined, observable
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Steps for Designing Behavior Contracts
Contract Reinforcers A statement or section that explains the
minimum conditions under which the student will earn a point, sticker, or other token for showing appropriate behaviors
Amount of behavior Amount of reinforcement
95(Wright, 2011; Jenson, Rhode, Reavis, 1994)
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Steps for Designing Behavior Contracts
(continued) Collection
Describe when the student will be able to redeem points earned for reward/recognition
96(Wright, 2011; Jenson, Rhode, Reavis, 1994)
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Steps for Designing Behavior Contracts
(continued) Bonus clauses (optional)
can provide extra incentives for the student to follow the contract
offers the student some type of additional 'pay-off' for consistently reaching behavioral targets
97
(Wright, 2011; Jenson, Rhode, Reavis, 1994)
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Steps for Designing Behavior Contracts
(continued) Negotiate and Document Terms
Discuss the plan and responsibilities of the student and staff
Areas for signature. both teacher and student signatures Other staff, parents, administrators
98(Wright, 2011; Jenson, Rhode, Reavis, 1994)
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Sample Contracts
99
My Contract:
Race to 20!These are my goals:
These are my consequences
if I don’t meet my goals:
These are my rewards if I meet my goals:
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
Solutions
Develop andImplementAction Plan
Evaluate andRevise
Action Plan
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
100
How are Tertiary Practices related to the Problem Solving Process? Let’s examine that together.
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Teacher Led Support- How they connect to the problem solving process
101
Problem Solving Process
TIPs Problem Solving Worksheet
Competing Behavior Pathways
ERASE
Identify the problem Primary Problem Statement
Problem Behavior Explain the problem
Develop hypothesis Precision Problem Statement
Evaluate Setting events, antecedents, behavior and consequences
Reason for engaging in the behavior
Discuss and select solutions
Solution Options Desired alternative and strategies to address each pathway component
Appropriate behavior- what he/she should do instead
Develop and implement action plan
Action Planning Who/When listed in Strategies
Support- plan for helping student engage in appropriate behavior
Evaluate and revise action plan
Evaluation Planning Plan review. Evaluate- to determine if plan is effective
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TIPS Problem Solving Worksheet
Use during Activities Date: ___________
School: ________________1. Primary Problem Statement
Problem Statement elements Who ___________________________________________________ What __________________________________________________ Where _________________________________________________ When _________________________________________________ Why ___________________________________________________
2. Precision Problem Statement102
ResourcesPage 30
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Prevent reduce probability of future or continued problem behavior
Teachincrease probability of positive behavior change
AcknowledgeProvide positive feedback when expected behavior occurs
CorrectSpecific feedback to increase probability of improved behavior after error
Extinction reduce reward for problem behavior
Safety remove occurrence or possibility of injury or harm) 103
3. Solutions
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4. Action Planning For solutions to be implemented, who will
do what by when?
5. Evaluation Planning Goal Setting (what will it look like when you
can say there is no longer a problem?) Data Collection (gather additional
information) To measure outcomes To measure fidelity of implementation
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Teacher-Led Functional Support: Competing
Pathways
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Competing Pathways: Chart Behavior &
Hypothesize
106
Setting Events
AntecedentsProblemBehavior
MaintainingConsequences
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Competing Pathways: Identify Replacement
Behavior(s)
107
DesiredAlternative
AcceptableAlternative
MaintainingConsequences
SettingEvents
AntecedentsProblemBehavior
MaintainingConsequences
AcceptableAlternativeAcceptableAlternativeAcceptableAlternative
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Setting Event
StrategiesAntecedentStrategies
BehaviorTeachingStrategies
ConsequenceStrategies
DesiredAlternative
AcceptableAlternative Maintaining
Consequences
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
Competing Pathways:
Identify Interventions
108
ResourcesPage 32
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Case Study: Eddie
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Case Study: Eddie
Do we have a problem?
What data do you have?
What might you still need to collect?
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Designing Functional Interventions
111
SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
Verbal disagreements
with peers before class
Asked to turn in
homework
Verbal DisagreementWith teacher
Avoids hand-ing in home-
work
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Hypothesis
What is your hypothesis about the problem behavior?
112
When Eddie is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid ____________ .
behavior function
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Replacement Behavior
What do you want the student to do instead of the problem behavior?
Will the behavior require shaping with a series of successive approximations of the desired behavior?
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SettingEvents
TriggeringAntecedents
ProblemBehavior
MaintainingConsequences
Desired Behavior
Maintaining ConsequencesAdjusted work
Completion goals
Acceptable Alternative
Request help/Write down assignments
Verbal Disagreement with
peers before class
Asked to turn in
homework
Verbal Disagreement with teacher
Avoids handing in homework
Eddie will complete assigned
homework
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Utilizing the Competing Behavior Pathways Strategies Sheet
How can you impact each area involved with the challenging behavior?
Consider: Instruction Interventions Environmental modification
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EventStrategies
AntecedentStrategies
Behavior Teaching Strategies
ConsequencesStrategies
Intervention & Support Strategies:Eddie’s Plan
116
Teach Eddie how to request help and write down assignments.
Re-teach and reinforce the homework submission routine.
Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time.
Teacher and studentswill utilizePeer MediationStrategies.
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Implement the Strategies
Who is responsible? Resources? When to review? Goal? Collect data during implementation
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EventStrategies
AntecedentStrategies
Behavior Teaching Strategies
ConsequencesStrategies
Eddie’s Plan Example
118
Teach Eddie how to request help and write down assignments.
Re-teach and reinforce the homework submission routine.
Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time.
Teacher and studentswill utilizePeer MediationStrategies.
Plan review date: 11/19/2011We agree to the conditions of this plan.Eddie Smith _________________Student Parent_____________ _____________Teacher Team member
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Evaluate
Was the plan implemented consistently and with fidelity?
Did it work? What changes need to be made?
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EventStrategies
AntecedentStrategies
Behavior Teaching Strategies
ConsequencesStrategies
Eddie’s Plan Review
120
Teach Eddie how to request help and write down assignments.Update 11/19/11- Taught 9/30/11. Increased from 1 completed assignment/wk to 8 completed assignments/ wk.
Re-teach and reinforce the homework submission routine. Update 11/19/11- re-taught on 9/30/11; reinforced with Free homework passes, 6 earned to date.
Complete missing assignments in study hall. Earn free homework passes for every 8 assignments turned in on time. Update 11/19/11- Increased number of assignments completed by 60%. Eddie is earning free homework passes.
Teacher and studentswill utilizePeer MediationStrategies.Update 11/19/11- 3 peers attended PM trng. 1 peer was observed using strategies with Eddie.
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Case Study Practice: Shane
121
Watch this video clip of Shane’s behavior in math class and identify problems.
Practice with your team.WorkbookPage 12
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Teacher led Functional Assessment of Behavior:
ERASE
122
Resources Page 33-37
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Explain
Reason
AppropriateSupport
Evaluate
What would you like him/her to do instead?
How can you help this happen more often?
How will you knowif it works?
What is he/she getting out of it or getting away from?
What is the problem?
ERASE problem behavior
Supplemental Resources Page 34
(Scott, n.d.)
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ERASE: Explain
What is the problem? Create an operational definition of
behavior Describe why the behavior is a problem Determine if student can engage in
appropriate behavior. List what has already been tried.
124PBIS Newsletter, Volume 2, Issue 3
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ERASE: Reason
What is student getting or avoiding?
Determine what times, locations, contexts, conditions, etc. tend to predict or precede: problem behavior appropriate behavior
125PBIS Newsletter, Volume 2, Issue 3
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ERASE: Reason
Determine what types of events tend to follow behavior? peers, instruction, consequences, etc. after problem behavior after appropriate behavior
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ERASE: Reason
Make a guess at the function – why do you think he/she is doing this? access to . . . (persons, objects,
attention, etc.) escape or avoid . . . (persons, activities,
attention, etc.)
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ERASE: Appropriate
What would you like student to do instead? Determine what times, locations,
contexts, conditions, etc. tend to predict or precede: fair pair – incompatible with problem (can’t
do at same time) functional – meets the same function as
problem behavior 128PBIS Newsletter, Volume 2, Issue 3
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ERASE: Support
How can you help this happen more often? Determine how the replacement
behavior and intervention plan will be taught Rules (what it is and -- when, where, how, and
why to use behavior) Examples (modeling and use of naturally
occurring examples) Practice (opportunities to practice with
teacher feedback) 129
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ERASE: Support
Consider realistic routines and physical arrangements that could be implemented to facilitate student success (avoid predictable failure and create success opportunities) prompts and reminders supervise avoid triggers
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ERASE: Support
Determine appropriate consequences for replacement and problem behaviors – and consider what is realistic for you to do reinforcement (matches function) correction (how might this happen?) negative consequences (matches function) natural (try to keep it as realistic as
possible)131
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ERASE: Evaluate
How will you know if it works? Consider realistic strategies for
measuring behavior keep it simple consider times and conditions where
measurement would be particularly meaningful and realistic
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Consider what your measure will look like when the behavior is no longer a problem measurable behavior by what time should this happen?
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ERASE: Evaluate
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Activity: ERASE Process
Review the data for Elvin Write the corresponding letter from
the ERASE process that best describes where the information would be entered on the ERASE form
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Activity: Paper Kids
Do you have students like this?
How do you help?
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General Recommendations For Tertiary Practices
Keep doing what is already working
Always look for the smallest change that will produce the largest effect Avoid defining a large number of
goals Do a small number of things well
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General Recommendations For Tertiary Practices
Do not add something new without also defining what you will stop doing to make the addition possible
When it comes to problem behavior nothing is 100%
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Activity: Tertiary Practices
Evaluate and plan for Tertiary Practices
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Additional training available for the team in your school that will be
providing support and practicing the FBA/BIP processes
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CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon
unpublished training manual.
Let’s Practice!
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Using the Referrals by Student report as a Universal Screening
Tool- Who?
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon
unpublished training manual.
Use the data to identify individual students in need
of tertiary supports.
BHLet’s review data for
Brandon.
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When?
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When?
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What?
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Where?
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Why?
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Do we have a problem?
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CollectCollect and Useand Use
DataData
DevelopHypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
(Newton, et al, 2009)
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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
149(Newton, et al, 2009)
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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 with Timeline, 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
BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention.
Re-teach Responsibility lessonsImplement CICO Reinforce on-task behaviors with DPR
Write your Precise Problem Statement here.
(Newton, et al, 2009)
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
(Newton, et al, 2009)
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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)
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Prevent “Trigger”
Define & Teach Reteach Respect lessons emphasizing alternatives to cursing . Teach 5 alternative phrases to express frustration.
Reward/Reinforce Establish behavior contract and reward earning 80% of points per day.
Withhold Reward Teach peers to withhold attention.
Corrective consequence
Ask for alternative way of expressing his thoughts/feelings. Suggest alternatives when necessary.
Other
Safety
Problem statement: BH has received 7 ODRs during the first grading period for disrespectful behaviors including inappropriate language and harassment in the classroom during reading possibly motivated by peer attention.
(Newton, et al, 2009)
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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 with Timeline, 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.Teach 5 alternative expressions.Behavior Contract and Reinforce 80% use of appropriate language.
Write Solutions here.
(Newton, et al, 2009)
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
(Newton, et al, 2009)
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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 with Timeline, Fidelity & Outcome
Measures, & Updates
SS
JA
All teachers
11/1/10
11/3/10
11/3/10
BH will earn 80% of his daily points on his behavior contract 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 lessonsImplement CICO Reinforce on-task behaviors with DPR
Document Implementation
here.
Document Goal here.
(Newton, et al, 2009)
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CollectCollect and Useand Use
DataData
Develop Hypothesis
Discuss andSelect
SolutionsDevelop andImplementAction Plan
Evaluate andRevise
Action Plan.
Problem Solving Meeting Foundations
Team Initiated Problem Solving (TIPS) Model
Identify Problems
Quick Review
(Newton, et al, 2009)
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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 with Timeline, 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 lessonsImplement CICO Reinforce on-task behaviors with DPR
Newton,, et. al., 2009
11/1 BM has shown some initial progress with his behavior contract
and he earned 80% of his points
for the past 8 days. Update:
continue with the plan. Consider
next- Add a self-monitoring
component and check back in 2
weeks.
Evaluate here.
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Problem Solving Practice
Use your disciplinary data and the results of the team activities to practice the problem solving process
If you do not have your own data, practice data is provided in the Resources pages 38-40
Use the TIPS problem solving worksheet to assist you with the process
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ResourcesPage 38-40Workbook
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Planning for Implementation
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Tertiary Action Planning
Review your individual student discipline data
Apply the problem solving steps Develop your Module 3 Action Plan
What is the plan for individual students with intensive needs?
What is the plan for data & support systems to address students with intensive needs? 162
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Action Planning
Use your Implementation Inventory Data Consider Universal, Secondary and
Tertiary Implementation Review the action steps
your team has developed during training, prioritize items, and finalize your action plan (Action Plan document)
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Additional Tools and Support
www.ncpublicschools.org/positivebehavior/ www.pbisassessment.org www.pbis.org All references are cited in the reference
section of your workbook Technical Assistance—Your
Regional or LEA Coordinator
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ResourcesPages 42-45
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Conclusion of Module 3
Questions?
Please complete and return your training evaluation form
Thank you!
165