Intensive Positive Behavior Support -- A Systems Approach to Tier II and III Interventions Brie Stiller, Ph.D.

Agenda  -- Welcome; Introductions  -- Big Ideas  -- Screening  -- Break  -- Teaming  -- Break  -- Practices  -- Adjourn  -- Welcome; Introductions  -- Big Ideas  -- Screening  -- Break  -- Teaming  -- Break  -- Practices  -- Adjourn

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

Tier 1 SWPBS Tier I Second Steps Group Interventions CICO Skills groups Contracts Group Interventions w/function-based modifications Function-based Support Comprehensive Supports Tier II Tier III C Anderson U Oregon March 2010

Jeremiah Algebra Spelling/Comprehension Conflict resolution Athletic ability Peer relations Conceptual problem solving C Anderson U Oregon March 2010

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of IPBS Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on long history of behavioral practices & effective instructional design & strategies

Intensive Positive Behavior Support: The Big Ideas  Do the easy stuff first (efficiency is a major goal)  Processes are as important as practices  Use of Evidence Based Practices based on Behavioral Science  Teaming is critical  Administrative support is critical  Data Based Decision Making  Do the easy stuff first (efficiency is a major goal)  Processes are as important as practices  Use of Evidence Based Practices based on Behavioral Science  Teaming is critical  Administrative support is critical  Data Based Decision Making

Critical Features of IPBS  Systematic Screening (Proactive)  Effective Teaming  Tiered Interventions  Practices are based on principles from Behavioral Sciences (Function Based Behavior Support)  Use of Progress Monitor Data  Systematic Screening (Proactive)  Effective Teaming  Tiered Interventions  Practices are based on principles from Behavioral Sciences (Function Based Behavior Support)  Use of Progress Monitor Data

SST v. IPBS  Test/Label/Place v. Evaluate/Problem Solve Intervene  Focus on Special Education v. services for all students (including SPED students)  Primary focus on behavior problems, but often academic intervention is the appropriate course of action  Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function  Test/Label/Place v. Evaluate/Problem Solve Intervene  Focus on Special Education v. services for all students (including SPED students)  Primary focus on behavior problems, but often academic intervention is the appropriate course of action  Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

Screening  Request for Assistance  SWIS (ODR) Data  Academic Data (IIPM; OAKS)  Request for Assistance  SWIS (ODR) Data  Academic Data (IIPM; OAKS)

Activity  As a team, examine your school’s current Request for Assistance Form.  Compare to the versions in your packet.  Determine if modifications to existing form are appropriate  As a team, examine your school’s current Request for Assistance Form.  Compare to the versions in your packet.  Determine if modifications to existing form are appropriate

Old Model: SST/TAT Jeremy is just not making progress. He is really defiant and refuses to follow direction. He often seems really angry when he gets to school; do you think that plays into it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. I am in my happy place… He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it?

IPBS No-No’s  Admiring the problem  Blaming the student  Extended discussions of intervention possibilities we cannot deliver  Admiring the problem  Blaming the student  Extended discussions of intervention possibilities we cannot deliver

Teams in Your School  IPBS team  Roles  Tracking  Monitoring  Process for team meetings  Student-centered team  Behavior specialist (at least two people)  Responsibilities of team  Process for team meeting  IPBS team  Roles  Tracking  Monitoring  Process for team meetings  Student-centered team  Behavior specialist (at least two people)  Responsibilities of team  Process for team meeting

Who Does What?  IPBS Team  Meets every 2 weeks  Coordinates and monitors school wide behavioral interventions  Analyzes data  Recommends changes in interventions  IPBS Team  Meets every 2 weeks  Coordinates and monitors school wide behavioral interventions  Analyzes data  Recommends changes in interventions  Student centered team  Meets at least twice -- more if needed  Creates a behavior support plan  Determines what the intervention looks like  Makes final decisions about when to implement or modify an intervention

IPBS Team Roles  Team Leader (organizes agenda; facilitates meeting)  Process Monitor (someone whose role is to monitor group processes)  Screening Coordinator (someone who collects screening data and brings it to the meeting  Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings)  Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)  Note Taker  Team Leader (organizes agenda; facilitates meeting)  Process Monitor (someone whose role is to monitor group processes)  Screening Coordinator (someone who collects screening data and brings it to the meeting  Coordinators of Tier II Interventions -- CICO; Academic Seminar/Strategies; (bring progress monitor data to meetings)  Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)  Note Taker

Activity  Determine who will fill which roles on the IPBS team at your school. Document your role assignments  Determine meeting dates and times. that information to Brie  Determine who will fill which roles on the IPBS team at your school. Document your role assignments  Determine meeting dates and times. that information to Brie

Student Team for Tier III Intervention  Three types of knowledge represented:  Knowledge about the student  His/her behavior, interests, strengths, challenges, future  Knowledge about the school program  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavior change strategies  Principles of behavior  Intervention strategies  Three types of knowledge represented:  Knowledge about the student  His/her behavior, interests, strengths, challenges, future  Knowledge about the school program  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavior change strategies  Principles of behavior  Intervention strategies Leah

Administrative Support  Attend meetings  Visible support for decision-making process of teams  Allocates resources for:  Delivery of interventions  Trainings in practices; meeting times  Attend meetings  Visible support for decision-making process of teams  Allocates resources for:  Delivery of interventions  Trainings in practices; meeting times

District Support  District Coach attends team meetings  Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year  Technical Assistance  Problem Solving  Modeling FBA’s  Link to District Leadership if additional resources are needed for implementation of support plans  District Coach attends team meetings  Trainings in practices (CICO; FBA; Academic Seminar) provided throughout school year  Technical Assistance  Problem Solving  Modeling FBA’s  Link to District Leadership if additional resources are needed for implementation of support plans

Practices

Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

A Functional Framework  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task

Practices -- Main Logic  Behavior support is the redesign of environments, not the redesign of individuals  Positive Behavior Support plans define changes in the behavior of those who will implement the plan.  Behavior support is the redesign of environments, not the redesign of individuals  Positive Behavior Support plans define changes in the behavior of those who will implement the plan.

Functional Equivalence  For an intervention to be effective, it must get the student the same thing, in the same amount, that the problem behavior currently gets him

Effective Environments  Problem behaviors are irrelevant  Aversive events are removed  Access to positive events are more common  Problem behaviors are inefficient  Appropriate behavioral alternatives available  Appropriate behavioral alternatives are taught  Problem behaviors are ineffective  Problem behaviors are not rewarded  Problem behaviors are irrelevant  Aversive events are removed  Access to positive events are more common  Problem behaviors are inefficient  Appropriate behavioral alternatives available  Appropriate behavioral alternatives are taught  Problem behaviors are ineffective  Problem behaviors are not rewarded

Practices  Secondary Prevention: Targeted Interventions applied similarly to students with similar needs  CICO  Social Skills; Anger Management; or Friendship Groups  “ABC” Intervention (Transformers; Academic Seminar; Spy)  Tertiary Prevention  Functional Behavior Assessment and Individualized Behavior Support Planning  Secondary Prevention: Targeted Interventions applied similarly to students with similar needs  CICO  Social Skills; Anger Management; or Friendship Groups  “ABC” Intervention (Transformers; Academic Seminar; Spy)  Tertiary Prevention  Functional Behavior Assessment and Individualized Behavior Support Planning

Activity -- Matching Interventions to Function  As a team, complete the:  Targeted Interventions Assessment Tool  Tier 2: Targeted Interventions Matrix  As a team, complete the:  Targeted Interventions Assessment Tool  Tier 2: Targeted Interventions Matrix

Were data collected? YESNO Are goals being met? Problem solve data collection—determine how to get data Collect data for 2 weeks and reconvene Celebrate and continue Have plan for fading Is plan being implemented as designed? YESNO Modify intervention Consider move to next level Problem solve barriers to implementation Collect data and reconvene in 2 weeks YESNO C Anderson U Oregon March 2010

Tertiary Intervention  Tier III Behavioral Interventions consist of a Functional Behavioral Assessment and individualized Behavior Support Plan  Level I: Efficient FBA/BSP at the school level  Level II: FBA/BSP with ESS Support (Behavior Specialist)  Level III: FBA/BSP with additional resources (IEP; special placements; etc.)  Tier III Behavioral Interventions consist of a Functional Behavioral Assessment and individualized Behavior Support Plan  Level I: Efficient FBA/BSP at the school level  Level II: FBA/BSP with ESS Support (Behavior Specialist)  Level III: FBA/BSP with additional resources (IEP; special placements; etc.)

Functional Behavioral Assessment Strategies  Teacher Interview (FACTS)  Parent Interview  Student Interview  Direct Observation  Teacher Interview (FACTS)  Parent Interview  Student Interview  Direct Observation

Tier III Intervention -- the Student Team  Consists of: Teacher(s); parent(s); administrator; behavior specialist; others as needed  Meets a minimum of two times  Once to complete a FACTS interview  Once to design an intervention  Additional meetings to problem solve/modify the intervention  Consists of: Teacher(s); parent(s); administrator; behavior specialist; others as needed  Meets a minimum of two times  Once to complete a FACTS interview  Once to design an intervention  Additional meetings to problem solve/modify the intervention

Tertiary Intervention Strategies  Prevention: Strategies to avoid triggering problem behavior  Teaching: Strategies to teach the student appropriate replacement behaviors  Reinforcement: Strategies to increase reinforcement for appropriate behavior  Extinction: Strategies to prevent problem behaviors from being reinforced  Safety: Strategies to ensure the safety of students and staff (if needed)  Prevention: Strategies to avoid triggering problem behavior  Teaching: Strategies to teach the student appropriate replacement behaviors  Reinforcement: Strategies to increase reinforcement for appropriate behavior  Extinction: Strategies to prevent problem behaviors from being reinforced  Safety: Strategies to ensure the safety of students and staff (if needed)

Identify the “Replacement” Behavior  An appropriate Replacement Behavior:  Serves the same function as the problem behavior  Is as, or more efficient than the problem behavior  physical effort, schedule of reinforcement, time to reinforcement  Is socially acceptable  An appropriate Replacement Behavior:  Serves the same function as the problem behavior  Is as, or more efficient than the problem behavior  physical effort, schedule of reinforcement, time to reinforcement  Is socially acceptable

Teaching a Pro Social Replacement Behavior  Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him.  Model the replacement behavior  Have student practice to mastery  When the opportunity arises in the “real” setting, prompt the replacement behavior  Reinforce the student’s attempt to use the replacement behavior  Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him.  Model the replacement behavior  Have student practice to mastery  When the opportunity arises in the “real” setting, prompt the replacement behavior  Reinforce the student’s attempt to use the replacement behavior

What Works  The two most powerful tools for changing behavior are:  Teaching  Reinforcement  The two most powerful tools for changing behavior are:  Teaching  Reinforcement  The least powerful tool for changing behavior is:  Punishment

Discipline Works When …. Prevention creates more Positive than negative consequences Punishment (Failure) Reinforcement (success) 4 : 1

Punishment  Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.  The appropriate use of consequences has two potentially useful purposes:  To ensure that problem behavior is not rewarded  To minimize disruption to the educational environment  Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.  The appropriate use of consequences has two potentially useful purposes:  To ensure that problem behavior is not rewarded  To minimize disruption to the educational environment

Correction Strategies  For chronic problem behavior use a three step process (2- 4 week time frame for high school students)  Reminder -- supportive tone of voice. Reminders can be public with most students  Warning -- “here are your choices ----” Should be private with most students  Consequence -- Response Cost/Time-Out (mild; efficient. Example: 5 minute time-out; Lunch detention; make up work after school)  For chronic problem behavior use a three step process (2- 4 week time frame for high school students)  Reminder -- supportive tone of voice. Reminders can be public with most students  Warning -- “here are your choices ----” Should be private with most students  Consequence -- Response Cost/Time-Out (mild; efficient. Example: 5 minute time-out; Lunch detention; make up work after school)

Common Reasons for Failure of Interventions  Interventions are not implemented with sufficient fidelity  The intervention is not matched to the function of the problem behavior  The intervention is not monitored closely  Interventions are not implemented with sufficient fidelity  The intervention is not matched to the function of the problem behavior  The intervention is not monitored closely

Trainings in Practices  CICO Training -- September  FBA I -- October  FBA II -- November  FBA III -- January  AI/IIPM/Spy Training? TBA  Social Skills Targeted Intervention Training? TBA  CICO Training -- September  FBA I -- October  FBA II -- November  FBA III -- January  AI/IIPM/Spy Training? TBA  Social Skills Targeted Intervention Training? TBA

Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data

Screening Data  ODR (SWIS) Data  Easy CBM Data  OAKS Data  Grades  Request for Assistance  ODR (SWIS) Data  Easy CBM Data  OAKS Data  Grades  Request for Assistance

Progress Monitor Data  SWIS CICO Data  Survey Monkey or Google Docs Teacher Feedback Data  Teacher Feedback Forms  School Success Pre-post Assessment  SWIS CICO Data  Survey Monkey or Google Docs Teacher Feedback Data  Teacher Feedback Forms  School Success Pre-post Assessment

Sample survey

Weekly SM averages, across teachers, for AA 1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2 Goal Line

Outcome Data  ODR Data  OAKS Data  Consumer Satisfaction Data  ODR Data  OAKS Data  Consumer Satisfaction Data

 Student behavior will not change unless adult behavior changes (the interventions only work if you do them!!)

Contact Information  Brie Stiller   (541)  Brie Stiller   (541)