Targeted (Tier 2) Interventions

Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~80% of Students ~15% ~5%

What is a Tier 2/ Targeted Intervention An intervention that:  Serves multiple students at one time  Students can get started with almost immediately upon referral  Requires almost no legwork from referring staff to begin implementation of the intervention with a student  All school staff know about, understand their roll with, and know the referral process for  Matches school needs by effectively supporting a significant proportion of students at-risk for challenging behavior in the school If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention

Check In/Check Out AKA Check-n-Connect, HUGs, Behavior Education Program…

Basic Cycle  Morning check-in (Get Daily Progress Report)  Give form to each teacher prior to each period. (can also be used in cafeteria or playground… anywhere there is a supervisor)  End of day check-out Points tallied Reward  Daily Progress form copy taken home and signed.  Return signed copy next morning.

Check In/Check Out Weekly CICO Meeting 9 Week Graph Sent Program Update EXIT CICO Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation

Example Middle School Point Card

Example Point Card - Elementary

SWIS-CICO Support Plan ChangeDescription 10/06/2009Check out with Joe Binder What do you think? Any actions needed?

SWIS-CICO

SWIS-CICO Report Support Plan Change Description 09/10/2008Check out with Joe Binder What do you think? Any actions needed?

SWIS-CICO

Support Plan Change Description 09/16/2009Can earn get out of class early time What do you think? Any actions needed?

SWIS-CICO

What do you think? Any actions needed?

SWIS-CICO

Tier 3 PBIS

1. Define the Problem Behavior 2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment Defining behavior in observable & measureable terms Ask staff and student about where, when, & why behavior occurs See the behavior during specified routines Hypothesize a final summary of where, when, & why behavior occurs 3. Design an individualized behavior support plan (BSP) Ensure technical adequacy Ensure contextual fit 4. Ensure Fidelity of Implementation 5. Monitor Plan Impact on Student Behavior Adapt BSP and implementation as needed based on on-going monitoring The Basic FBA to BSP Process Adapted from Horner, Albin, Todd, Newton & Sprague, 2011

19 BasicComplex For:Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What:Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, family- centered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist) Basic vs. Complex FBA/BSP

Behavioral or Learning Theory Assumptions of Behavioral Theory  Behavior is Learned  Focus on the observable and measurable  Behavior is related to the environment in which it occurs  Behavior serves a purpose  Focus on how environmental variables can be manipulated to effect changes in behavior & learning  Measure student outcomes & learning  Educational approaches that have emerged from behaviorism include: applied behavior analysis Functional assessment curriculum based measurement and progress monitoring, and Direct instruction have emerged from this model Discrete Trial Training Modeling, shaping, fading, reinforcement, contract, extinction, etc.

Behavior  Identify the Target Behavior Desired Behavior or Non-desired Behavior  Behavior must be identified so that it is observable & measurable Define the behavior so that someone else could go into the room and both of you could measure the behavior without question

Operational Definition EXAMPLES What the Behavior Looks Like NON-EXAMPLES What the Behavior Does NOT Look Like Provide a range of examples try to provide examples that delineate the boundaries of what the behavior looks like Provide a range of non-examples try to provide examples that delineate the boundaries of what the behavior does not looks like Behavioral Definition: Observable & Measurable definition

Operational Definition EXAMPLES What the Behavior Looks Like NON-EXAMPLES What the Behavior Does NOT Look Like Student is: Sitting at desk working with feet on floor and hands on work Standing in line with hands at side and without bumping into other students Sitting on floor and gently nudges another student by accident Teacher asks students to hand out books to class Playing tag at recess and gently tags another person to be it Student is: Kicking peer under the desk or poking the peer to get their attention Hold on to another students arm so they can’t get away from them in line Purposefully run into or push a student sitting next to you on the floor Throws a pencil at another student when the student needs a pencil Chases a peer during recess and touches them after the peer asks you to stop Hands, Feet and Objects to Self: Student does not touch other students with their hands, feet or objects, with intent to hurt, bother or get peers attention at inappropriate times

ABC’s of Understanding Behavior Operant Conditioning  What happens before (A or antecedent) the behavior occurs ? Trigger  What is the behavior (B)?  What happens after (C or consequence) the behavior occurs? Response or Outcome of the Behavior A  B  C

Antecedents What triggers the behavior?  What happens immediately preceding the problem/target behavior?  What triggers the behavior, be specific... What activity? What peers? What tasks? Describe in detail  If you wanted to set up the student to engage in the problem behavior, what would you have do?

Consequence What is the response to the behavior?  What happens immediately following the behavior? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses occur following the problem behavior?  What is the student gaining as a result of engaging in the behavior? How is it paying off for the student?

Learning A  B  C Student Learns through repeated experience, that under these specific A ntecedent conditions, if I engage in this B ehavior, I can expect this C onsequence

Learning & A  B  C ABC Student is asked to do a math problem in front of the class Student tries to do the problem at the board, but struggles Peers laugh at student and one says aloud, “that one is so easy” NEXT DAY Student is asked to do a math problem in front of the class What happens today???

Reinforcing Consequence A  B  C If the consequence is rewarding/desired, the subject learns the behavior is functional for getting what they want Behavior Increases in the Future Rewarding or Desired Consequence

Punishing Consequence A  B  C If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what they want Behavior Decreases in the Future Punishing or Undesired Consequence

ABC’s of Instruction Across the Continuum of Learners AntecedentBehaviorConsequence InstructionPromptStudent ResponseTeacher Feedback Mainstrea m “What is the capital of Sweden?”…. Bueller, Bueller Student thinks “Stockholm” Sporadic verbal praise Student self reinforcement “I got it right!” Direct Instruction Reading Showing card with word “cat” – saying “this word is ‘cat’, what word?” “cat” “c-ar” Yes – that word is cat; No, this word is cat Significant Disabilities “Choosing food at lunch” Most to least prompting -physical guidance (hand over hand) -Physical -Gestural -verbal Student Response Reinforce response -tangible reinforcer -verbal praise -access to natural reinforcer “get lunch” DIFFERENCES across Continuum - # of trials to mastery - explicitness of instruction

Reinforcing Consequence A  B  C If the consequence is rewarding/desired, the subject learns the behavior is functional for getting what they want Behavior Increases in the Future Rewarding or Desired Consequence

Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)

Summary Statement  Based on several observations  Identifies predictable relationships between environmental variables and behavior During When student will because therefore the function of the behavior is to access /escape/avoid (choose one) (some A ntecedent condition occurs) (engage in a specific B ehavior) (a predictable out C ome will occur) (something in the environment) (some routine)Science or Social Studies asked to read out loud in class Verbally refuses, disrespects teacher his teacher calls on someone else oral reading

Most Common Functions of Behavior To Obtain:  peer attention  adult attention  desired activity  desired item  desired peer To Avoid/ Escape:  difficult task  non-preferred activity  peer  staff

Why is Function so Important?

Filter & Horner, 2009

Ingram, Lewis-Palmer & Sugai, 2005

Newcomer & Lewis, 2004

Proactive v. Reactive PBS v. Aversive approach

PBS v. Aversive Model (ABC) ABC PBS (Positive Behavior Support) – Proactive Emphasis on Interventions to prevent problem behavior Emphasis on explicitly Teaching Alternate, Desired Behavior Emphasis on Positive Reinforcement of desired behavior Traditional Aversive/Punitive Model - Reactive approach Limited focus on Antecedent Interventions Little focus on teaching behavior Emphasis on punitive response to negative behavior

Traditional / Punitive Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh Traditional Aversive Model - Reactive approach No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else” No focus on teaching – student “would have learned it if he was paying attention in class” Emphasis on punishing response – send student to Behavior Intervention Center or office

PBS Approach (ABC) ABC Student Situation & what the student has learned Asked to do math problem at the board in front of class of peers 1 st time tried to do problem Peers laughed and said “that one’s easy” Ever since – students acts out behaviorally Teacher usually calls on other student to do problem, peers laugh PBS (Positive Behavior Support) – Proactive approach Give student a problem they can be more successful by practicing problem ahead of time w/ student Teach & Practice: a. to more politely refuse problem b. Math skills needed to problem Reward student for a. Refusing politely, instead of w/ negative behavior b. Trying & success w/ math problem