Multi-tiered Systems of Support Implementation: Progress Monitoring Presented By: Judy Sylva, Ph.D. 1

Positive Behavioral Support THE PURPOSE IS PREVENTION! Positive programming involves teaching functional skills that allow an individual to live in the home, school, and community more independently.

The Model What is Positive Behavior Support? Judy Sylva, Ph.D. 2/28/08 The Model What is Positive Behavior Support? Eliminate problem behavior Replace problem behavior with more appropriate behavior Increase a person’s skill and opportunities for an enhanced quality of life* Antecedents Behavior Consequences J. Sylva, Ph.D. 3 3

Positive Behavioral Support Judy Sylva, Ph.D. 2/28/08 Positive Behavioral Support Broad emphasis on lifestyle not just problem behavior Considers long-term goals rather than short-term behavioral outcomes Determines the function of behavior Interventions are based on individual needs and effectiveness Teaches functionally equivalent replacement skills Focuses on antecedents instead of consequences Involves multicomponent intervention Refer to function handouts J. Sylva, Ph.D. 4 4

School-wide Positive Behavior Support SWPBS: Re/over-view

8 SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for ALL students (Zins & Ponti, 1990)

SWPBS is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students    

District Tiered Behavior System TIER I - Daily school/classroom routines and procedures A function of General Education TIER II - Sixteen Social Skills taught in small group or individual setting targeting students that require additional support in a particular social skill area TIER III - Educationally Related Mental Health Services typically provided in an individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree A Special Education Service Sean and Cindy

TIER I procedures Sixteen Social Skills Adopted District Wide Tier I - Daily school/classroom routines and procedures Sixteen Social Skills Adopted District Wide One Skill per week Mini Lessons taught daily in the classroom Be Safe + Be Responsible + Be Respectful Low-Level Referral forms Expectation by location Behavior Goal if student has an IEP Sean Is this what your classroom looks like?

District PBIS Expectations TIER I District and School will: In grades TK-12 PBIS students will the opportunity to learn and implement the 16 skills within instructional days Getting the Teacher’s Attention Accepting Criticism/Consequence Accepting “No” for an answer Working with Others Asking Permission Disagreeing Appropriately Following Instructions Giving Criticism Listening Using appropriate Voice Tone Asking for Help Making an Apology MYOB-Mind Your Own Business Resisting Peer Pressure Staying on Task Waiting you turn Sean In addition to TK-12 also taught at adult education as well as our alternative education campus

Expectations by Location All schools will display expectations by location throughout school site using Be Safe - Be Responsible - Be Respectful Sean These are developed by each school site Behavior focused what is expected--- not what we don’t want to see (positive) Developed at the site level according to their expectations

Low Level Referral Forms All school sites will use the Low level-High level electronic referral form Low Level Referral Form All school sites will regularly analyze student behavior trends and use the results to inform school practices LLR Spreadsheet All School sites have a site PBIS team (District PBIS) team meets quarterly Sean Discuss development in depth - trial and error completed by any/all staff Populates to a spreadsheet that allows data to be monitored and looked into as needed Assists in identifying areas of need on campus particular skills that are lagging particular area of need for student

Weekly Classroom Presentations Sean 5 min. lessons Who introduced and created flip charts for teaching the skills they are intended to have a high level of interest for students and make the skills generalizable

Data Collection Based on the Tier 1 interventions used in Beaumont USD, what student performance should be monitored? The first step in using data to inform decision-making is defining the phenomenon that should be measured The second step is determining: who will collect the information, how it will be collected, and when it will be collected

Data-based Decision-making Now that the data have been collected, how will they be used for decision-making?

District Tiered Behavior System TIER I - Daily school/classroom embedded interventions and procedures. (ie. point and level system, visual supports, calming down area, etc.) TIER II - ERMHS - Small group or individual counseling, targeting students that require additional support in a particular social skill area. TIER III - ERMHS Therapy - typically provided in a mental health professional (ex. MFT, LCSW) individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree.

Beaumont USD Universal 16 Social Skills Getting the Teacher’s Attention Accepting Criticism/Consequence Accepting “No” for an answer Working with Others Asking Permission Disagreeing Appropriately Following Instructions Giving Criticism Listening Using appropriate Voice Tone Asking for Help Making an Apology MYOB-Mind Your Own Business Resisting Peer Pressure Staying on Task Waiting your turn

What do you mean Additional Support Teacher sees a benefit for whole class to access information on a specific social emotional need/topic. The student is struggling with behavior goals in TIER I even with interventions being implemented. What data would inform this decision???

Guide to Selecting Behavior Recording Techniques Measure Definition Example Pros & Cons Permanent Product Recording Records the enduring outcome of behavior Number of completed math problems; windows broken; dresses sewn Easily assessed for reliability of measurement Event Recording Records the # of times the target behavior occurs within an interval of time Number of times out of seat; head down on table; says, “um”; etc. Appropriate for behaviors with easy to recognize and define beginnings and endings Duration Recording Records the length of time a behavior occurs Length of time screaming; tapping pencil; etc. May be recorded with a wall clock or stopwatch Latency Recording Records the length of time a behavior does not occur Length of time between a given instruction and evidence of compliance; from the end of one episode of crying to the beginning of the next

Measure Definition Example Pros & Cons Interval Time-sampling Recording Records the presence or absence of a target behavior within a time interval Thumb sucking; shouting obscenities; putting head down on desk; etc. Records behaviors that are not necessarily discrete Useful for behaviors that occur at least 1x/15 min. Whole Interval Time-sampling Records the target behavior when it occurs for the entire duration of the interval On-task behavior Underestimates the occurrence of the target behavior Useful when you want to know the behavior persists Partial Interval Time-sampling Record the target behavior if it occurs one or more times within the interval Swearing; bizarre gestures; etc. Records behaviors that may be fleeting Overestimates the occurrence of the target behavior Momentary Time-sampling Records the target behavior if it occurs at the last moment of the interval Frequent or long-lasting stereotypic behaviors; in-seat behaviors Useful for behaviors that are likely to persist for a while

Hierarchy of Response Competence Increases functional use of a response Acquisition learning new skills Fluency Using the new skills in a designated amount of time Maintenance Continuing to use skills over time Generalization Using skills across settings, people, things Acquisition – measure of response accuracy Fluency – appropriateness of the rate at which the student accurately performs the behavior. Maintenance – ability to perform the response over time. Generalization – assures that a behavior is functional. Individual can perform, and adapt, if necessary, the behavior under conditions different form those in place during acquisition.

Interpreting the Data Visual representation of data makes it easier to see trends or patterns In interpretation, consider the context of the response and consider what the information is indicating Avoid blaming the child, the child’s presenting symptoms, or the variables that are not controllable What are the implications for teaching and learning and what supports may be needed to address learning?