2. The boring but have to get through stuff……

3. A basic understanding of Positive Behavioral Interventions and Supports and How it fits with Problem Solving Model

4. What is “Positive Behavioral Support”? PBIS focuses on PROACTIVE support strategies that reduce the likelihood of problem behavior allow individual students to be as independent and successful as possible in the school setting. encompass a range of strategies from systemic to individual supports

5. PBIS Continuum 80% of Students 15% 5% Universal Interventions – proactive strategies supporting all students Intensive Interventions - individualized strategies supporting students with high risk behaviors Targeted Interventions – specialized strategies supporting students with at risk behaviors

6. Positive Behavioral Interventions & Supports Universal  School-wide PBIS - System wide procedures - School wide systems - Classroom systems - Non classroom systems  - Proactive management ideas - Informal/formal data collection and evaluation Targeted  PSM Team / IAP / IEP -PSM Interventions -IAP or IEP -Functional Behavior Assessment -Behavior Intervention Plan -Data collection, assessment, observation  Mental Health in the Schools Intensive  PSM Team / IAP / IEP -Formal evaluation -Functional Behavior Assessment -Behavior Intervention Plan -Manifestation Determination -Short-Term Suspension Analysis Worksheet

7. Problem Solving Continuum School-wide systems to support student achievement. Levels of Intervention INTENSIVE 1 – 7 % STRATEGIC 5 - 15 % CORE 80 - 90 % Adapted from Sugai and Horner

8.  Baseline data collection  Analysis of data collected  Problem definition  Design interventions  Identification of who, when, where teaching will occur  Implementation of interventions  Charting/Progress Monitoring  Analysis of progress  Continue implementation, change the interventions some, change the interventions significantly  Continue with the review plan, intervene, analyze process  Based in Behavior Analysis The most important alignment is that both support most students through “universal” school/classroom processes, some students through more “targeted” support, and a small group with the most “intensive” support Other Areas of Alignment Include: PSM PBIS

9. Collecting Data in Many Ways to Assist in the Development of Intervention Strategies

10. to collect information regarding a student or students’ performance to report progress to parents to monitor a behavior or the response to an intervention directed towards the behavior to determine eligibility for accommodations or educational services to implement best teaching practices to address the I.D.E.A. “Special Factors” requirement for a student with an IEP

11.  Data is collected for a variety of reasons. ◦ To establish base-line data. ◦ To identify behavioral patterns  Time  Frequency  Duration  Intensity ◦ To measure student behavior in specific settings or contexts. ◦ To provide objective and accurate data to evaluate student growth.  Data collected must be unbiased and purely objective.  Data must be accurate and free of speculation or personal opinion.  Data should never be influenced by other students or related consequences and should only reflect the behavior of the student being observed.

12.  Data should be collected in as many settings and contexts as possible.  Data collection is important in areas where behaviors are not observed to help substantiate a lack of stimuli.

13.  Time of day or schedule is sometimes very important in determining student behavior patterns.  Fatigue or the end of a medication cycle might give way to a behavioral episode, so it is important to not leave out any period during the day.

14.  Data collected will provide information about specific behavior patterns.  Data will help identify stimuli or triggers for student behavior.  Data will provide observed responses to specific stimuli.  Data collection is an important component of the Functional Behavior Assessment process.  Data will help provide a picture of the child and give the care-giver an objective base from which to develop a hypothesis about student’s behavior.  This hypothesis will serve as a platform on which to build a Behavior Intervention Plan.

15.  Data collection is not limited to students with behavioral needs.  Any type of student need should be identified and based on objective observation or assessment.  IEPs are based on data collected from a variety of performance and functional levels. ◦ Social/Emotional ◦ Health/Physical ◦ Intelligence ◦ Academic Performance ◦ Communication

16.  The ultimate outcome we want from effective and accurate data is a complete understanding of the child and a road map to success in meeting the child’s needs and providing an educational environment in which the child can learn.  This is after all the goal of special education to provide a free and appropriate public education for all special needs children.  To level the playing field by providing modifications, accommodations and services to meet the specific needs of the children

17. 1. Meaningful and relevant to the behavior 2. Unobtrusive as possible 3. Respect the dignity of the student and the student’s age 4. Promote independence 5. Foster peer acceptance

19.  Identify and define skill/behavior  Establish BASELINE and CRITERIA  Create a user-friendly data collection method  Train team members to collect data across environments  Review and analyze data weekly  Modify programs based on data

20.  Evaluate in specialty areas for present level of performance (baseline)  Provide recommendations to educational team based on evaluation  Evaluate in specialty area for student progress (criteria)

21.  Participate in data collection training  Collect data in environments where the teacher may not be present and during instruction  Review and analyze data with educational staff

22.  Participate in data collection training  Collect data in home and community settings  Share data with educational team on a regular basis

24.  Indirect or Informant Reports;  Direct Observation; and,  Combination System.

25.  Frequency Count (Rate)  Interval Recording  Antecedent-Behavior- Consequence (A-B-C)  Duration Recording  Permanent Product  Video  Environmental Analysis  Task Analysis  Skills Checklist  Self-Monitoring  Digital Images  Photographs

26. Number of times the behavior or skill occurred

28. Antecedent Behavior Consequence

29. Start____________ Stop____________ Total Time_______ Start____________ Stop____________ Total Time_______ Stop____________ Start____________ Total Time_______ Stop____________ Start____________ Total Time_______

30. skoole 04 +7 14 School 04 +7 11

31. Hallway GroupRecessLunchMath Behavior or skill

32.  Must be observable ◦ sight or hearing ◦ occurrence or non-occurrence  Definable ◦ two or more people can agree  Countable and measurable ◦ communicate using a number

33.  Measure only one behavior/skill  Clearly define the behavior/skill  Determine the correct data collection method  Determine what environments data will be taken  Provide training for accuracy and objectivity

34.  Trish is aggressive.

35.  Trish hits other students during recess when she does not get her way.

36.  Carlos is disruptive.

37.  Carlos makes irrelevant and inappropriate comments during class discussion.

38.  Academic engaged time refers to attending to material and task, making the appropriate motor response, and asking for assistance in an appropriate manner.

39.  Total disruptive behavior is a class of behaviors that disturbs, the classroom ecology and interferes with instruction. Examples of disruptive behaviors include being out of seat without permission, not complying with teacher instruction, hitting, biting, making any audible noises or vocalizations that disrupt the environment, yelling, cursing, and taking others’ property.

40.  Total negative social interaction is defined as behaviors that disturb ongoing play activities and involves physical or verbal aggression. Examples of these disruptive behaviors include hitting, biting, curing, threatening, and grabbing.

41.  Time spent alone is defined as when the target student is not within 10 feet of any other children, is not socially engaged, and is not participating in any activity with other children.

42.  I - Instruction – This is instruction time where the teacher is providing direct instruction to the individual student.  G - Group – This is an event where there is a group of students or individuals involved in an activity or instruction.  T – Transition – This is a time where the student is moving from class to class or activity to activity. Usually when there is less supervision than in other settings.  S – Seat Work – This is the time allocated to the student to work on his/her own in the classroom.

43.  Environmental settings the child experiences during the day ◦ Academic Classroom (math, science, social studies or English) ◦ Gymnasium ◦ Lunchroom ◦ Hallway ◦ Music room  The structure and presentation may vary and may provide for different behavioral opportunities  Different contexts may also offer different challenges to the student and may trigger different behavior responses. ◦ Example might be:  Academic learning challenges.  Physical challenges in PE.  Social challenges in group activities like music

44.  Amount or Frequency ◦ event recording ◦ interval recording  Measures of Time Passage ◦ duration recording ◦ latency recording ◦ time sampling

45.  Event Recording ◦ Behaviors that have a discrete beginning and end  Interval Recording ◦ Behavior happens very frequently and lasts for a discrete period of time

46.  What events, persons or environmental factors are present when the behaviors occur? ◦ Events examples  Doing math problems (not understanding)  Playing basketball and being dominated  Giving a speech in front of the class and struggling with words.  Asked to do school work ◦ Persons in the setting  Class bully  X-girlfriend  Demanding teacher perceived as an enemy  Group of students ignoring the child ◦ Environmental factors  Temperature in the room  Physical location of desk  Hunger, thirst of illness.  Social problems or problems at home.

47.  Duration Recording ◦ want to know how long the behavior lasts  Latency Recording ◦ want to know how long before the behavior starts

48.  Student’s name  Date or dates of observation  Observer name and role  Start and end time  Setting of observation  Definition of behavior being observed  Key to any codes used

49.  Advantage ◦ easily converted into a graph  Limitations ◦ requires behavior that occurs at a relatively stable level and is easy to count ◦ not useful when behavior occurs at high rates or for extended period of time

53.  Chart  Clipboard  Tape  Beads  Beans/coins/paperclips  Golf counter  Knitting counter

54.  Requires undivided attention during intervals  Watch student during entire interval  Record whether behavior occurred  Intervals are approximately 10 to 30 seconds each

57.  Advantages ◦ applies to virtually any target behavior ◦ can be converted to percent ◦ yields data of relative frequency and duration  Disadvantages ◦ requires accurate measure of behavior in relation to a small amount of time ◦ requires undivided attention

59.  Timers  Stop watches  Use breaks between intervals ◦ On 30 seconds ◦ Rest 10 seconds

60.  Use a stopwatch or a watch with a second hand  Start timing when behavior starts  Stop when behavior ends

62.  Advantages ◦ produces a percentage ◦ measures behaviors that occur at extremely high rates and/or extended periods of time  Limitations ◦ requires discrete behaviors ◦ requires a stopwatch

64.  Measures how long it takes for behavior to begin ◦ use a stopwatch or watch with a second hand ◦ start timing when request for behavior is given ◦ stop timing when behavior is initiated

66.  Advantages ◦ can easily be converted to an average  Limitations ◦ requires discrete behavior ◦ requires a stopwatch

68.  Set up time intervals  Observe behavior only at the end of the time interval  Record whether the behavior is or is not occurring at that particular time.

70.  Advantages ◦ Data can easily be converted to percent ◦ Does not interrupt the delivery of instruction  Limitations ◦ requires a large number of observations to allow for interpretation of data

72.  Advantages ◦ allows the observer to plot the relationship between two or more variables ◦ easy to complete and interpret ◦ useful in deciding about more focused assessment

73.  Limitations ◦ May not capture complete picture of social/environmental context of behavior ◦ May fail to distinguish between low and high intensity behavior ◦ Technical adequacy may vary from person to person

77.  Measure  Reward  Evaluate

78.  Clearly define behavior(s) and regularly review definition(s).  Assure that observers and interviewers have adequate training and experience.  Select appropriate assessment strategies for behavior(s) and context(s).

79.  Collect information across time and settings using multiple strategies and persons.  Conduct routine checks of the accuracy of observer scoring/recording procedures.

80.  Provides data to determine success of BIP  Measures improvement for student and professionals  Teaches protocol for new behavior  Alerts staff to use of specific consequences impacting positive or negative behavior

81. 10. Student praised privately 9. Whole class praised 8. Student praised by other students 7. Student praised in front of other students 6. Student’s work displayed 5. Student’s name mentioned in assembly 4. Student receives positive comment on written work 3. Parent informed about good behavior 2. Student receives good marks on report card

82. ……Teacher Reaction! “Verbal and physical teacher reactions are the simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and provide negative consequences for unacceptable behavior…” (Marzano, 2003)

83. Organize Organize and andSummarize Analyze Intervention Intervention and and Evaluation Evaluation

84. Collect information across time and settings Utilize multiple observers, if possible Record behaviors that can be seen and measured Utilize data collection tools Be Specific Be Concise Be Descriptive Just the facts!

85.  Are there patterns?  Are there specific locations,times, subjects or people? (Triggers)  Are there physical signals of impending problems?  Are there home concerns? Divorce? Death? Illness? Transition?  How often do the behaviors occur? (frequency)  How long do behaviors last? (duration)  How severe or damaging are the behaviors? (intensity)  Can the student continue with their school day when behavioral episode is over?

86. Behaviors Of Concern (What student does) Frequency (How often occurs per hour, day week) Intensity (How damaging or destructive: mild, moderate, severe) Duration (How long lasts: minutes, hours) Behaviors Of Concern (What student does) Frequency (How often occurs per hour, day week) Intensity (How damaging or destructive: mild, moderate, severe) Duration (How long lasts: minutes, hours) Example Format for Data Analysis for Data Analysis

87. Change aspects of the environment that trigger challenging behavior Teach the student more acceptable ways to get their needs met Change aspects of the environment that happen following the behavior Collect data and evaluate impact of interventions on behavior

88. What We Should Know About Behaviors

89. Tier I  Data on Office & Discipline referrals and Actions that took place  School wide Positive Behavioral Interventions and Supports  Second Step Tier II  Direct behavior training (social skills)  Additional training or groups (self-instruction, anger control, organizational skills)  Development of Programs in the school to address top areas of need -George Batsche

90. Team Meets & Typically begins ◦ Formal Collection of data (Frequency data) ◦ Completion of Functional Behavioral Assessment (FBA) ◦ Design of a Behavioral Intervention Plan (BIP) ◦ Implementation of BIP ◦ Progress Monitoring -George Batsche

91. Level of Behavior “necessary for success” versus Level of Current, Local Peer Performance Level of Behavior Necessary for Success (Proficient Level) Level of Current, Local Peer Performance 75% for On Task Compliant Accuracy of Work Peer could be as high as 90% but this is more than proficient. National Standard (NCLB) is proficient. -George Batsche

92.  Harmful to self or others: Assault and battery  Not Harmful to self or others but causes significant disruption of the learning environment. Target for replacement behavior would need to be higher than the 75% proficient level 100% would need to be the target level for replacement behavior

93. Using the Student’s Progress to Monitor Effectiveness of the PSM to Monitor Effectiveness of the PSM Intervention Strategies Intervention Strategies

94.  Progress monitor by observing student at least 3 times a week  Remember you need to progress monitor academic areas that are impacted by the behavior  Chart results of your behavior observations and your academic probes  Utilize same decision making strategies regarding changing the interventions as you would with an academic only issue  Remember that students who have behavioral issues but there is no educational impact will continue at PSM intervention level but will not be eligible for consideration for entitlement.

95.  Student: Tyler Teal  Grade 3  Target Behavior: On Task  Baseline Data: ◦ Day 1 26/60 = 43% ◦ Day 246/60 = 77% ◦ Day 332/60 = 54% ◦ Median32/60 = 54% I just know I can do my work.

96.  On task behavior falls under “level of behavior necessary for success” or proficiency level which is 75%  Goal for Tyler Teal’s on task behavior would be 45/60 (75%).  Current baseline for Tyler Teal is 32/60 or 54%

97. Name: Tyler Teal Target Behavior: On Task Baseline (Median): 32/60 or 54% Goal: 45/60 or 75% Proficiency 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Da ys 9080706090807060 50403020105040302010 M T W TH F M T W TH F M T W TH F Baseline = 54% Day 1 = 26/60 = 43% Day 2 = 40/60 = 67% Day 3 = 40/60 = 67% Day 4 = 32/60 = 54% Day 5 = 50/60 = 83% Day 6 = 51/60 = 85% Day 7 = 34/60 = 57% Day 8 = 55/60 = 92% Day 9 = 24/60 = 40% Day 10 = 33/60 = 55% Day 11 = 39/60 = 65% Day 12 = 38/60 = 63% Day 13 = 41/60 = 68% Day 14 = 40/60 = 67% Day 15 = 45/60 = 75% On Task Behavior Week 1 Week 2

98.  Consider whether Tyler will likely reach the 75% within 18 weeks or less  Ask if Tyler’s projected “on task” behavior (trend) line will intersect the “aim line” within the time period above. If no, then the “Growth Rate” Behavior criteria has been met. If yes, the “Growth Rate” Behavior criteria has NOT been met.

99. Situation: Toby has low incidence but high intensity behaviors that meet the definition of “assault”. (i.e. hitting adults & peers such that there are safety concerns) Toby’s Baseline: 4 thirty minute intervals in a day without incident (4/12) or 33%. Goal : 12/12 intervals without incident or 100%. Note: There are 12 thirty minute intervals in the day. (6 hour day)

100. Name: Toby Toms Target Behavior: Time without Assaults Baseline (Median): 4/12 or 33% Goal: 12/12 or 100% 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Da ys 1212 108642108642 M T W TH F M T W TH F M T W TH F Baseline = 54% Day 1 = 4/12 = 33% Day 2 = 4/12 = 33% Day 3 = 3/12 = 25% Day 4 = 4/12 = 33% Day 5 = 5/12 = 42% Day 6 = 4/12 = 33% Day 7 = 5/12 = 42% Day 8 = 5/12 = 42% Day 9 = 6/12 = 50% Day 10 = 6/12 = 50% Day 11 = 6/12 = 50% Day 12 = 5/12 = 42% Day 13 = 6/12 = 50% Day 14 = 6/12 = 50% Day 15 = 5/12 = 42% Time Segments Without Assaults Behavior Week 1 Wee k 2

101.  Teacher records intervals without incidents in the 12 thirty minute intervals during each day. Simply use checks on a chart for intervals without incident.  Record your data on a Progress Monitoring chart. What about Toby Toms? Would you project that he will reach 100% in 18 weeks or less?