the at-risk student: good teaching special education services: looking deeper: accommodations and...
TRANSCRIPT
The At-Risk Student:
Good teaching
Special Education Services:
Looking deeper: accommodations and supports
Tier 2: Behavior/Academic Interventions
Strategies or techniques designed to teach a new skill build fluency in a skill to encourage application of a skill a
student has to a new situation
Who needs Tier 2?
Student “at risk” for academic or behavior concerns Universal supports/good teaching is not
enough Monitoring needed Catch ‘em before a crisis
Tier 2 Key concepts:
Preventative Targeted (but not individualized) Improved structure, predictability and
routine Generalizable to new situations Positive Supports classroom teacher
Tier 2 builds on your effective classroom practices:
Clearly defined expectations and rules Clearly defined procedures and routines Continuum of strategies
Acknowledge appropriate responses Respond to inappropriate responses
Active supervision Multiple opportunities to respond
Choices Opportunities for success
Tier 2 Examples:
Check in/Check out Small group social skill
building Group counseling Mentoring programs
Major Features of Targeted Interventions Intervention is continuously available Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment Student chooses to participate
Check-in Check-out Cycle
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-out
Home Check-In
Class Check in
Class Check out
Teacher Checks
CICO Record
Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
BeforeRecess
0 1 2 0 1 2 0 1 2
BeforeLunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
HAWK ReportDate ________ Student
_______________Teacher___________________
0 = Not Yet1= Good2= Excellent
Be Safe Be Respectful
Be Your Personal Best
Teacher initials
Keep hands, feet, and objects
to self
Use kind words
and actions
Follow directions
Working in class
Class 0 1 2
0 1 2
0 1 2
0 1 2
Recess 0 1 2
0 1 2
0 1 2
Class 0 1 2
0 1 2
0 1 2
0 1 2
Lunch 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Recess 0 1 2 0 1 2
0 1 2
Class 0 1 2 0 1 2
0 1 2
0 1 2
Total Points = Points Possible = 50
Today ______________% Goal ______________%
Daily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be responsible
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Keep Hand & Feet to Self
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Follow Directions
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
Be There – Be Ready
0 1 2
0 1 2
0 1 2
0 1 2
0 1 2
TOTAL POINTS
Why does CICO work? Improved structure
Prompts throughout the day for correct behavior. Links student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. First contact each period is positive, and sets up
successful behavioral momentum.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or
rewarded.
Why does CICO Work?
Program can be applied in all supervised school locations
Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day
Linking school and home support Provide format for positive student/parent contact
Program is organized to morph into a self-management system
Increased options for making choices Increased ability to self-monitor performance/progress
Logistics for Setting up a CICO program
Faculty and staff commitment Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?
More than 5 students need extra support CICO is designed to work with 10-12% of kids in a
school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized
supports.
Logistics for Setting up a CICO program School-wide PBS in place
School-wide expectations defined and taught Reward system operating Clear and consistent consequences for
problem behavior Process for identifying a student
who may be appropriate for CICO Student is not responding to SWPBS
expectations Student finds adult attention rewarding Student is NOT in crisis.
Logistics for Setting up a CICO program
Daily CICO progress report card Same expectations for all Common schedule All staff taught rules for accepting,
completing and returning the card.
Home report process Can be same as progress card Can be a unique reporting form
CICO Home Report
Name: _____________________________Date: _____________
______ I met my goal today ______ I had a hard day
One thing I did really well today was:_______________________
Something I will work on tomorrow is: _______________________
Comments:
Parent/Guardian Signature: ________________________________________________________Comments:
Logistics for Setting up a CICO program Trading menu
Reward for collecting and turning in daily progress card
Reward for meeting daily goal Exchange system for points earned
Collecting, summarizing and using data
Daily updates Weekly review by team Refer for tier 3 if necessary
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At the top of the triangle…
“Level 3” Intensive supports (5%)
Individualized, targeted supports
Functional Behavior Assessment
Behavior Support Plan
You can see a lot by looking ~yogi berra
http://www.challengingbehavior.org/explore/pbs/case_studies.htm
Video 1: What do you see?
From Functional Behavior Assessment (FBA)
toPositive Behavior Support Plan
Featuring…a little guy named“Brendan”
Steps of an FBA to lead to PBSP: Describe and verify the seriousness of
the problem Refine the definition of the problem
behavior Collect information on the possible
functions of the problem behavior Analyze the information Generate an hypothesis about the
function of the problem behavior Test the hypothesis Develop a plan
The Flow of Functional Behavior Assessment
Identify Problem
Behaviors
Hypothesize Needs
Develop Behavior Plan
ImplementBehavior Plan
EvaluateBehavior Plan
GatherData
Organize Data
Review and Revise
A Solution Finding Process
Who’s involved?
Informal FBA: Teachers and staff
Indirect/Simple FBA: Teachers/staff and School Specialist
Complex FBA: Teachers/staff, School Specialist and
Behavior Specialist
Always with Parental Consent!
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When do we need to conduct an FBA?
IEP team decision Manifestation of a student’s disability When student is referred to law
enforcement When a student is removed from
his/her current placement Weapons violation Drug possession/use Bodily injury Suspension without manifestation of
disability28
Describe and verify the seriousness of the problem
http://www.challengingbehavior.org/explore/pbs/case_studies.htm
Getting started: Brendan’s Functional Assessment
interview
Refine the definition of the problem behavior
Brendan is aggressive Clarify!
Brendan misbehaves in public Clarify!
So Grandma can see it!
Collect information on the possible functions of the problem behavior Brendan’s observation cards
http://www.challengingbehavior.org/explore/pbs/case_studies.htm
“What is he doing THAT for?”
Change our focus from what to why “WHY does the child need to do
this?” Escape/avoid Attention/access Combination! Communication
All behavior serves a purpose!
And after we know “WHY”…
We look at replacing the inappropriate behavior with a more suitable behavior that serves the same function (or results in the same outcome) as the problem behavior
Analyze the information Generate an hypothesis about
the function of the problem behavior Brendan’s hypothesis statements
http://www.challengingbehavior.org/explore/pbs/case_studies.htm
Why should Brendan change his behavior?
students will change the inappropriate behavior only when it is clear to them that a different response will more effectively and efficiently accomplish the same thing!
Brendan’s behavior support plan Review and revise as needed
http://www.challengingbehavior.org/explore/pbs/case_studies.htm
Your Task
Read the Incident No FBA yet: act fast! Think about your immediate
intervention; How would you ensure physical safety? How would you attend to the emotional well-
being of those most centrally involved? How would you return the setting to order
and peace?
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Ensuring Physical Safety:
Preventing a crisis: An ounce of prevention… Teacher tension can often make it worse Always remain calm Lower your voice Slow your rate of speech Arrange your environment to eliminate
risk
Give the student space Be aware of your body stance Dress in a manner that minimizes injury
risk Remind students of consequences of
misbehavior Allow verbal venting Ignore irrelevant comments. Redirect
student to the problem at hand
Provide choices Set limits Use physical restraint as a last resort Once the situation is calm, use the
incident to teach alternative appropriate ways to deal with aggression.
Long-Term Intervention
Make a decision as to whether to act further
Do you need to promote a lasting, positive behavior change?
Try this: role play the FBA interview
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Steps to Long-Term Intervention: an Informal FBA
Assess the problem: What’s the behavior you want to
target? What are the antecedents?
Consequences? Settings? When/where is the behavior most
likely to occur? When/where is it least likely?
What information can you gather from the family?
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Formulate objectives of intervention What is your team’s hypothesis? When this happens (antecedent)____,
Celia does this (behavior)___, in order to (get or avoid/function) this___, and we should do this ______.
Plan an effective intervention Implement the intervention Evaluate the results, revise plan if
needed.
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Why use visual strategies? To help prevent problem behavior before
it starts To support and increase communication To remind They’re always there Help kids know exactly what you expect Teach routine Work well with spoken/sign language Just another cue!
What is a Social Story?
A short story – defined by specific characteristics Describes a situation, concept, or social
skill Uses a format that is meaningful for
people with ASD or other developmental disabilities.
What is a Social Story?
Goals: renewed sensitivity of others to the
experience of the person with ASD (or other disabilities),
Helps to develop “social cognition”
Who Writes Social Stories?
Social Stories are written by people who work and/or live with people with ASD or other disabilities.
Some prewritten stories exist
Why Write a Social Story?
Social Stories may be used to address an infinite number of topics! Often in response to a troubling
situation, to provide a person with ASD with social
information he may be lacking.
Another Reason for Social Stories
To acknowledge achievement! A child’s first Social Story should
describe a skill or situation that is typically successful and problem-free.
More Uses for Social Stories Teach routines and their variations Teach academic skills Individualize a child’s social needs Reduce behaviors
Writing a Social Story
Step 1: Identify the situation Setting Student’s current
response Define desired
response Identify student’s
abilities
Example
1. I go to Spruance School. I like to play at recess.
2. When I walk in from recess, I may want to run away from the school.
3. I will try to walk to school nicely. I will listen to my teacher when she says, “Stop!”
4. (Student learns thru visuals & words)
Descriptions
A directive sentence states what the desired behavior is.
Descriptive sentences describe what people do in particular social situations
The perspective sentence presents other’s reactions to a situation so person can learn about other’s perspectives
The control sentence identifies strategies the person can use to facilitate memory and understanding of the story
Writing a Social Story
Ratio: the proportion of sentences 0-1 directive or
control 2-5 descriptive
and/or perspective sentences
Writing a Social Story
Sentence examples Descriptive: The bell rings for
the children to come in from recess. The children go to their classroom where the teacher reads a story.
Directive: I am playing during recess. The bell rings for me to come in. I stop playing and line up to come in. I follow the other children and quietly go to the classroom. When we get to the classroom, I go to my desk and sit down. I listen as my teacher reads a story.
Perspective: When the bell rings for recess to end, the teacher is happy to see all the children line up quietly and walk to their classroom. Many children are excited that they get to hear a story. The teacher likes to see the children listen. She likes it when they are quiet during the story.
Control: I remember that the bell means it’s time for recess to end by thinking of a teapot. I know that when it whistles, the water is done. The bell is like the whistle: when it rings, recess is done.
Using Your Social Story
Introduce your story Implement a review schedule Monitor the students’ response and
revise the review schedule
Remember:
Remember the child’s abilities when writing
Write from the child’s perspective Use cues: color! Pictures! Just a few sentences per page “I will try”…”Sometimes”…”Usually” Be positive and flexible
Try Your Hand! (Topic ideas)
Washing hands Dressing for the
weather Feeling angry When do I say
thank you and excuse me
Recess
Going to school (getting ready, walking to the bus, riding the bus)
Teachers (listening to the teacher, substitute teachers, waiting to speak, asking questions)
Ways to stay calm in class
Fire alarm/drill
Selecting your visuals based on need
Object Stage: use of actual objects and items
Photo Stage: use of real photographs pictures with adhesive
on the back side of the picture Picture Symbolic Stage:
use of colored line drawings (hand-drawn or commercially produced)
Line Drawing Stage: use of black and white line drawings (hand-
drawn or commercially produced) Text Stage:
use of written words and/or numbers