1. OPENING INSTITUTE 2018 Even SuperHeroes Need a System
TIER II SYSTEMS
OPENING INSTITUTE
2018
Even SuperHeroes Need a System

2. TIER 2 INTERVENTIONS
USE THE LEAST RESTRICTIVE BEHAVIOR INTERVENTION TECHNICAL ASSISTANCE MANUAL (LRBI)
THE LRBI MANUAL APPLIES TO ALL STUDENTS IN UTAH AND GUIDES EDUCATORS IN HOW TO WORK WITH BEHAVIORAL ISSUES IN SCHOOLS .
WHEN CONSIDERING A RESEARCH BASED INTERVENTION, EDUCATORS MUST REFER TO THE LRBI MANUAL
(UTAH STATE OFFICE OF EDUCATION, 2015)

3. WHAT IS TIER 2
SUPPORTS DESIGNED FOR STUDENTS THAT DO NOT RESPOND TO TIER 1.
CAN OFTEN BE APPLIED TO SMALL GROUPS, AND ARE NOT INDIVIDUALIZED
WITHIN THE PBIS FRAMEWORK AROUND 15% OF STUDENTS WILL NEED TARGETED SUPPORTS.
(U.S. DEPARTMENT OF EDUCATION'S OFFICE OF SPECIAL EDUCATION PROGRAMS, 2017)

4. IDENTIFYING AND DEFINING TARGET BEHAVIOR
TIER 2 AND 3 REQUIRE THAT TARGET BEHAVIORS BE IDENTIFIED AND DEFINED.
FIRST, DEFINE THE TARGET BEHAVIOR OPERATIONALLY.
SECOND, DECIDE WHAT DIMENSIONS OF THE BEHAVIOR WILL BE MEASURED.
THIRD, DECIDE WHICH MEASUREMENT PROCEDURE TO USE.

5. DEFINING TARGET BEHAVIOR
DEFINE THE TARGET BEHAVIOR OPERATIONALLY .
CRITERIA FOR AN OPERATIONAL DEFINITION:
OBJECTIVITY -THE BEHAVIOR CAN EASILY BE OBSERVED BY OTHERS.
CLEAR - EASY TO UNDERSTAND AND EXPLAIN.
COMPLETE - CLEAR GUIDELINES ON WHAT IS CONSIDERED AS THE BEHAVIOR AND WHAT IS EXCLUDED
PERCEIVED FUNCTION (whenever possible) - USING FUNCTIONAL BEHAVIOR ASSESSMENT MEASURES (FBA)
(O’NEILL , MCDONNELL , BILLINGSLEY , & JENSON, 2011) (AKIN-LITTLE, LITTLE , BRAY, & KEHLE, 2009)

6. DIMENSIONS OF TARGET BEHAVIOR
FREQUENCY OR RATE - HOW OFTEN A BEHAVIOR OCCURS IN A SPECIFIED TIME PERIOD.
LATENCY - LENGTH OF TIME BETWEEN THE PRESENTATION OF A SPECIFIC STIMULUS AND THE START OF A SPECIFIC BEHAVIOR.
DURATION - HOW LONG A BEHAVIOR OCCURS.
ACCURACY - NUMBER OR PERCENTAGE OF CORRECT RESPONSES.
INTENSITY - SEVERITY OF BEHAVIOR.
(O’NEILL ET AL & AKIN-LITTLE ET AL. 2009).

7. MEASUREMENT OF TARGET BEHAVIOR
COMMON MEASUREMENT PROCEDURES:
DIRECT OBSERVATION
PERMANENT PRODUCT
CHECKLIST AND RATING SCALES
permanent product: work samples, percentage correct on an assignment, papers thrown on the floor, number of assignments turned in etc

8. INTERVENTION IMPLEMENTATION AND FIDELITY
IT IS CRITICAL TO DECIDE HOW INTERVENTION IMPLEMENTATION OR FIDELITY WILL BE MEASURED.
CURRENT EVIDENCE INDICATES THAT EVEN TEACHERS WHO ARE HIGHLY TRAINED IN INTERVENTION IMPLEMENTATION DO NOT TYPICALLY MAINTAIN INTERVENTION ACCURACY WITHOUT ONGOING MONITORING
(AKIN-LITTLE, ET AL, 2009)
ONCE THE PROCESS FOR IDENTIFYING TARGET BEHAVIOR HAS BEEN FINISHED AND AN INTERVENTION SELECTED, IT IS CRITICAL TO DECIDE HOW INTERVENTION IMPLEMENTATION OR FIDELITY WILL BE MEASURE

9. INTERVENTION FIDELITY
EVERYONE INVOLVED MUST BE TRAINED WITH INTERVENTION PLAN.
INTERVENTION MUST BE IN SMALLEST STEPS POSSIBLE
THIS ALLOWS THOSE EXECUTING THE INTERVENTION TO BE ASSESSED ON THEIR FIDELITY (TASK ANALYSIS) .
DECIDE HOW FIDELITY WILL BE CHECKED
INTEROBSERVER AGREEMENT (IOA).
RANDOM WALK IN CHECKS
OBSERVATIONS
(AKIN-LITTLE ET AL. 2009)
IOA: TWO OBSERVERS COLLECTING DATA AT THE SAME TIME, WATCHING THE SAME SITUATION

11. EFFECTIVENESS OF THE INTERVENTION
DID IT WORK?
COLLECT AND COMPILE THE DATA
GRAPH THE INFORMATION
GRAPHING THE INFORMATION ALLOWS FOR EASY ANALYSIS.
NOW THAT THE TARGET BEHAVIOR HAS BEEN IDENTIFIED AND DEFINED, TREATMENT FIDELITY HAS BEEN ACCOUNTED FOR AND THE INTERVENTION IS IN PLACE, IT IS TIME TO EVALUATE IF THE INTERVENTION HAS WORKED.

12. TIER 2: TOKEN ECONOMY A CONTINGENCY MANAGEMENT SYSTEM
A STUDENT IS GIVEN A TOKEN EACH TIME A TARGET BEHAVIOR IS DEMONSTRATED
THE TOKEN WILL BE EXCHANGED FOR A REINFORCER (I.E., EDIBLES, PREFERRED ACTIVITY)
THE TOKEN CAN BE ANYTHING FROM TANGIBLE OBJECTS TO LESS CONCRETE THINGS LIKE POINTS.
(KAZDIN, 1977)
coupon exchange example: you are given a coupon to then exchange at a store at a later time

13. TIER 2: TOKEN ECONOMY
FIRST IDENTIFY AND DEFINE TARGET BEHAVIORS, BOTH BEHAVIORS TO BE REDUCED AND BEHAVIORS TO BE INCREASED.
DECIDE WHAT MEASUREMENT PROCEDURES WILL BE USED. (AS PREVIOUSLY DISCUSSED)
HOW WILL THE DATA BE COLLECTED
WHAT TOOLS WILL BE USED

14. TOKEN ECONOMY: FIDELITY/IMPLEMENTATION
HOW WILL FIDELITY AND IMPLEMENTATION BE CHECKED?
BREAK DOWN THE STEPS TO TOKEN ECONOMY AND COMPLETE EACH STEP CONSISTENTLY.
HAVE CHARTS AND TOKENS TO PRESENT TO STUDENTS
TEACH HOW TO EARN TOKENS
EXPLAIN EXCHANGE SYSTEM AND THE REWARDS
OBSERVE BEHAVIOR
GIVE TOKEN FOR OBSERVED BEHAVIOR
DOCUMENT THE BEHAVIOR
ALLOW FOR TOKEN EXCHANGE.
EVALUATE THE COLLECTED DATA

16. SUMMARY IDENTIFY AND DEFINE TARGET BEHAVIOR
DECIDE WHAT DIMENSIONS OF THE BEHAVIOR WILL BE MEASURED
DECIDE WHICH MEASUREMENT PROCEDURE WILL BE USED
SELECT TOKENS THAT WILL SERVE AS A MEDIUM OF EXCHANGE
SELECT MENU OF REINFORCERS/ESTABLISH A RATIO OF EXCHANGE
WRITE DOWN PROCEDURES TO SPECIFY DETAILS OF EXCHANGE AND DELIVERY
IMPLEMENTATION AND FIDELITY
BREAK THE INTERVENTION DOWN INTO SMALLEST STEPS
EVERYONE TRAINED
FIDELITY CHECKS
EFFECTIVENESS OF THE INTERVENTION
GRAPH THE DATA
DID IT GET BETTER, WORSE OR STAY THE SAME?

17. TIER 2: STIMULUS CUEING
USE OF A RANDOM AUDITORY OR VISUAL CUE TO PROMPT APPROPRIATE BEHAVIOR
TEACH THE EXACT BEHAVIOR THEY ARE EXPECTED TO EXHIBIT IN ORDER TO EARN POINTS/TOKENS WHEN CUED
SELECT AN APPROPRIATE STIMULUS CUE
SELECT METHOD FOR RECORDING POINTS/TOKENS EARNED
GIVE IMMEDIATE AND SPECIFIC VERBAL PRAISE WHEN TARGET STUDENT IS DOING WHAT IS EXPECTED
WITH INCREASING APPROPRIATE BEHAVIOR USE CUES WITH LONGER INTERVALS

18. CONSIDERATIONS BE CONSISTENT REVIEW DAILY FIDELITY MEASURES GRAPH DATA
REVIEW DATA: PROGRESS? DO WE NEED TO CHANGE THINGS ETC?

19. TIER 2 :FUNCTIONAL COMMUNICATION
CASE STUDY
FORMER STUDENT JOHN DOE.
JOHN AGE 15, COGNITIVE SCORES IN THE MID 40S, HAS AUTISM, ADAPTIVE SCORES IN THE HIGH 30S, NONVERBAL STUDENT WITH NO KNOWLEDGE OF SIGN LANGUAGE.
JOHN IS APPROXIMATELY SIX FEET TALL, 150 LBS. AND HIGHLY AGGRESSIVE.
HIS TARGET BEHAVIOR WAS DEFINED AS A TANTRUM.
OPERATIONALLY DEFINED AS AN EVENT WHERE JOHN WILL ENGAGE IN AT LEAST ONE OF THE FOLLOWING: HITTING OTHERS, KICKING OTHERS, SCRATCHING OTHERS, BITING OTHERS, HEAD-BUTTING OTHERS, USING OBJECTS AS WEAPONS, AND THROWING OBJECTS.
HE WOULD ENGAGE IN THE TARGET BEHAVIOR, ON AVERAGE THREE HOURS A DAY.

20. TIER 2 :FUNCTIONAL COMMUNICATION
AFTER THREE MONTHS OF TRACKING DATA, THE TEAM HYPOTHESIZED THAT ESCAPE WAS THE PRIMARY FUNCTION OF HIS TARGET BEHAVIOR.
THE TEAM AGREED THAT FREQUENCY AND DURATION WOULD BE THE DIMENSIONS TO MEASURE THE BEHAVIOR.
THE TEAM DECIDED ON DIRECT OBSERVATION, EVENT FREQUENCY AND DURATION FOR THE MEASUREMENT PROCEDURES.
FUNCTIONAL COMMUNICATION WAS CHOSEN TO TEACH JOHN HOW TO ASK TO ESCAPE APPROPRIATELY.

21. TIER 2 :FUNCTIONAL COMMUNICATION
FUNCTIONAL COMMUNICATION TRAINING (FCT) IS A SYSTEMATIC PRACTICE TO REPLACE INAPPROPRIATE BEHAVIOR OR SUBTLE COMMUNICATIVE ACTS WITH MORE APPROPRIATE AND EFFECTIVE COMMUNICATIVE BEHAVIORS, USING DIFFERENTIAL REINFORCEMENT. (TIGER, HANLEY & BRUZEK, 2008)
STEPS OF IMPLEMENTING FCT ARE:
CONDUCT A FUNCTIONAL BEHAVIOR ASSESSMENT- IDENTIFY TARGET BEHAVIOR AND FUNCTION
IDENTIFY A REPLACEMENT, MORE ACCEPTABLE FORM OF COMMUNICATION TO MEET THE FUNCTION OF TARGET BEHAVIOR.
TEACH REPLACEMENT BEHAVIOR
FIND APPROPRIATE REINFORCEMENT FOR REPLACEMENT BEHAVIOR
WITHHOLD ATTENTION FROM TARGET BEHAVIOR
IMPLEMENT OVER ALL SETTINGS.
FUNCTIONAL COMMUNICATION IS MODES OTHER THAN SPEECH TO SERVE THE FUNCTION OF REQUESTING

22. TIER 2 :FUNCTIONAL COMMUNICATION
THE REPLACEMENT BEHAVIOR SELECTED FOR JOHN WAS TO RAISE HIS HAND AND THEN HE WOULD BE ALLOWED TO ESCAPE AND HE WOULD RECEIVE ADDITIONAL REINFORCEMENT.
TREATMENT FIDELITY: THE TEAM CREATED A DATA SHEET THAT ALLOWED FOR SYSTEMATIC DATA COLLECTION.
IN THE MORNING, EXPLICIT TEACHING AND PRACTICE WITH JOHN.
PROMPT JOHN TO RAISE HIS HAND BEFORE TYPICAL CLASSROOM TRANSITIONS.
AT FIRST SIGNALS OF AGITATION, PROMPT JOHN TO USE REPLACEMENT BEHAVIOR.
SIGNALS OF AGITATION WERE DEFINED (CRYING, STOMPING LAYING ON THE FLOOR, ELOPEMENT).
WHEN TARGET BEHAVIOR OCCURS, WITHHOLD ATTENTION FROM BEHAVIOR.
PROMPT JOHN TO USE REPLACEMENT BEHAVIOR ONCE EVERY TWO MINUTES AS LONG AS IT IS SAFE.
TRACK COMPLIANCE.
TREATMENT FIDELITY: TWO PEOPLE COLLECT THE INFORMATION FROM THE SAME EVENT.

23. TIER 2 :FUNCTIONAL COMMUNICATION

24. TIER 2 :FUNCTIONAL COMMUNICATION
Number of minutes

25. SUMMARY IDENTIFY AND DEFINE TARGET BEHAVIOR
DECIDE WHAT DIMENSIONS OF THE BEHAVIOR WILL BE MEASURED.
DECIDE WHICH MEASUREMENT PROCEDURE TO USE.
INTERVENTION IMPLEMENTATION AND FIDELITY
ALL OBSERVERS ARE TRAINED
BREAK THE INTERVENTION DOWN INTO SMALLEST STEPS
TOOLS FOR FIDELITY CHECK
EFFECTIVENESS OF THE INTERVENTION
GRAPH THE DATA
DID IT GET BETTER, WORSE OR STAY THE SAME?

26. Group Contingencies

27. Group Contingencies A common consequence that is contingent on:
behavior of one member of the group,
the behavior part of the group,
or the behavior of everyone in the group.

28. ADVANTAGES Save time on administering consequences.
Proven to be effective.
Economical
Less staff involved
Uses peer influence

29. RATIONALE FOR USE
WHEN THERE IS OVERT PEER ATTENTION AND SUPPORT FOR INAPPROPRIATE BEHAVIOR
WHEN THERE IS NEED FOR PEER COOPERATION
WHEN OTHER INDIVIDUAL INTERVENTIONS HAVE FAILED

30. TYPES OF GROUP CONTINGENCIES
Independent Group
Dependent Group
Interdependent Group

31. Independent Group Contingency
The contingency is presented to all members of a group, but reinforcement is delivered only to those group members who meet the criterion outlined in the contingency.
EXAMPLE:
Each student who spells 9 out of 10 words correctly on the test Friday will earn 10 bonus points.

32. Dependent Group Contingencies
The reward for the whole group is dependent on the performance of an individual student or small group.
EXAMPLE:
When all students at table 2 finish their math assignments, the class will have 5 minutes of free time.

33. Interdependent Group Contingencies
All members of the group must meet the criterion of the contingency before any member earns a reward.
EXAMPLE:
When the jar is full, the class will get….

34. The Good Behavior Game The group is divided into two or more teams.
Whichever team has the fewest marks against it at the end of the game will earn a privilege. OR
Each team can earn a privilege if it has fewer than a specified number of marks (DRL).
(Barrish, Saunders and Wolf 1969)
REMEMBER TO USE PRAISE THROUGHOUT
BE CAREFUL WITH COMPETITIVE PEERS

35. Setting Up a Group Contingency
Decide on the type of group contingency
Assess if all students are capable of performing the behavior
Define the target behavior
Define the criteria
Decide on the consequences
Decide method of tracking behavior
Feedback system for students
Develop plan if there is a saboteur

36. Saboteurs One or two students sabotage group: form their own group
can rejoin the class group after criteria has been met
Their marks DON’T count against the group
Reset Criterion/Reward
Determine if the student is capable of performing the required behavior

37. Improve Group Contingency
Randomize the criteria
Randomize the students
Randomize the reinforcement
Take averages of criteria points
Use feedback system
Random “progress” check with an incentive

38. Summary Common consequence Choose powerful reward
Identify behavior to change
Set performance criteria
Combine with other procedure if appropriate
Monitor individual and group performance

39. Precision Requests
See handout

40. Considerations Specific Clear Made directly to the student
Collect data
Assess if steps were followed

41. ALL SYSTEMS IDENTIFY TARGET BEHAVIOR IDENTIFY PLAN TRAIN ALL INVOLVED
CONSISTENT
FIDELITY CHECKS
EVALUATE OFTEN
DATA CHARTS
PLAN FOR FADING AND/OR REMOVAL OF SYSTEM