MTSS Behavior Resources MTSS Reinvent Series Round #3 Columbia February 2, 2017 Springfield February 10, 2017 Farmington February 15, 2017 St. Joseph February 17, 2017 Kirksville March 28, 2017 Kaye Otten kayeotten@mac.com

8 Top Challenges to Taking Next Steps 1) Manageable and Meaningful Data 2) “Common Purpose and Approach” Among All Staff 3) Effective Alternatives to Suspension 4) Balancing Positives With Not Encouraging “People Pleasers” or Entitlement 5) Function Based Thinking Questions to Guide Intervention 6) Easy Access to Teacher Friendly Strategies/ Reproducibles 7) Lack of Expertise/Manpower to Wait Out a Behavior Bursts kayeotten@mac.com

Manageable and Meaningful Data Out of instruction, universal screener, progress monitoring Protabula: Real time communication and data system for out of instruction data. Currently developing free screener electronic scoring system for http://www.protabula.com Contact Aaron Moss at aaron@protabula.com or 816-305-0698 kayeotten@mac.com

“Common Purpose and Approach” Among All Staff Follow up trainings-Developing three one hour sessions based on paradigm shift and core components Videotape? Skype? Book study: How to Reach and Teach Children with Challenging Behavior kayeotten@mac.com

Effective Alternatives to Suspension PBIS and Restorative Practices Book study: Positive Alternatives to Suspension kayeotten@mac.com

Balancing Positives With Not Encouraging “People Pleasers” or Entitlement Working with Millennials Can Be a Challenge. Here’s Why Book study: Transformative Classroom Management kayeotten@mac.com

Function Based Thinking Questions to Guide Intervention Protest/Escape/Avoid: They don’t have the skill and/or have difficulty using the skill when actually in the situation. Seek/Get/Obtain: The plan needs to not allow the student to get what they want through problem behavior. It needs to teach them an appropriate way. What skill is missing? How can we teach them this skill? When are you going to talk to this student? When, where and with whom does the behavior occur? What happened before the behavior? Is the student trying to protest, avoid and/or escape it? If so, why? What prevention/protection strategies can be put in place? Remove the trigger(s)? Provide more structure and/or support? What help or resources do you need? What happened after the problem behavior? Did it reinforce or “pay off” the behavior in some way? How do the adults need to respond differently to not allow the “pay off”? What do we need to teach the student to do instead to get the “pay off” (take a break, ask for help, express wants/needs with words, get attention appropriately) kayeotten@mac.com

Easy Access to Teacher Friendly Strategies/Reproducibles The Tough Kid Tool Box The Tough Kid Book: Practical Classroom Management Strategies The Tough Kid New Teacher Kit kayeotten@mac.com

Lack of Expertise/Manpower to Wait Out Behavior Bursts Need for more “interventionists” Have seen successful models with full time positions between a paraprofessional and teacher pay scale Registered Behavior Technician training and certification a “perk” Must be supervised by BCBA to actually get certification but could get the training regardless 40 hours completely flexible, self-paced and online kayeotten@mac.com

Registered Behavior Technician Trainings Relias Academy https://www.reliasacademy.com/crs/storeus/rbt-curriculum?ads_cmpid=295877238&ads_adid=21687182358&ads_matchtype=p&ads_network=g&ads_creative=149305939387&utm_term=rbt training&ads_targetid=kwd-88971931518&utm_campaign=&utm_source=adwords&utm_medium=ppc&t   Verbal Behavior Institute https://www.onlinerbttraining.com Consultants for Children, Inc. http://autismbxtraining.com Behavior University http://behavioruniversity.com/rbt The University of Kansas http://kupce.ku.edu/rbt-training?utm_source=BACB&utm_campaign=JCN170186&utm_medium=email kayeotten@mac.com