George Sugai OSEP Center on PBIS

Addressing Individual Challenging Behavior through Function-based Support: Tiers 2 and 3
George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April

PURPOSE Provide overview of defining features of function-based approach to addressing behavior. Prerequisites review FBA basics Tier 2 & 3 audit & planning

8 SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)

Host Environment Features
Effective Achieve desired outcome? Efficient Doable by real implementer? Relevant Contextual & cultural? Durable Lasting? Scalable Transportable? Logical Conceptually Sound?

SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students

Supporting Social Competence &
Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS CONTENT EXPERTISE & FLUENCY PREVENTION & EARLY INTERVENTION CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING & PROBLEM SOLVING RtI

23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

Responsiveness to Intervention
Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% Circa 1996

Continuum of Support for ALL
23 RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

23 RTI Behavior Continuum Academic Continuum Integrated Continuum
NOTICE GREEN GOES IS FOR “ALL” Mar

Continuum of Support for ALL Universal Targeted Intensive
Math Science Spanish Reading NOTICE GREEN GOES IS FOR “ALL” Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

Continuum of Support for ALL Universal Targeted Intensive
Anger man. Prob Sol. Ind. play Adult rel. NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

Biggest, durable effect
17 SWPBS Practices School-wide Classroom Smallest # Evidence-based Biggest, durable effect Family Non-classroom Student

Specialized Behavior Support Team
District-Region School SWPBS Leadership Team SWPBS Tier 1 T1 Systems T1 Practices Specialized Behavior Support Team Group-based Tier 2 T2 Systems T2 Practices Individual Tier 3 T3 Systems T3 Practices

District/Region

School

School-wideT1 Systems

School-wide T1 Practices

SW Group-based T2 Systems

SW Group-based T2 Practices

Individual T3 Systems

Individual T3 Practices

Non-validated Interventions for Students with EBD
EXAMPLES Sensory re-integration or stimulation Facilitated communication Introspective psychoanalytic therapies Rebirthing therapies CONCERNS Poor ecological (school) validity Redirected specification of actual causal factors Adverse side effects False hopes & expectations Inefficient use of resources & opportunities Lack of empirical support

Outcomes (“Answers”) Supporting context Effective SWPBS
Features & requirements of function-based approach to behavior support Process Behavioral description of “function” Get or escape/avoid Steps in function-based approach to behavior intervention planning Behaviorally competent team

Behavior Support Elements
*Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

Function-based support is all about…
Re-design & improvement of learning & teaching environments Attention to environment & function Not re-design of individuals Change in behavior of plan implementers

Kutash, K. , Duchnowski, A. J. , & Lynn, N. (2006)
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

What is function based support?
Foundations in behavioral theory, applied behavior analysis, & pbs Attention to environmental context Emphasis on “purpose” or function of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

SWPBS Conceptual Foundations
Behaviorism Laws of Behavior ABA Applied Behavioral Technology PBS Social Validity SWPBS All Students

What prerequisites are needed?
Effective school-wide or primary system of positive behavior support Local behavioral competence Function-based approach Faculty agreement to support all students Regular leadership team-based review & problem solving Discipline/behavior incident data management system District start-up resources

Existing aversive condition identified
Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

Ingram, Lewis-Palmer, & Sugai, 2005

Defining behavior Must result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors Any observable or measurable action or act. Observable beginning & end Has measurable dimension(s) Frequency, duration, latency, force, topography, locus

Consider behavior dimensions:
Topography/shape Frequency Duration Latency, Intensity or force Locus

Non- v. Observable (-) hyperactivity (+) initiates 5 different tasks within 2 minutes (+) leaves room at least 3 times during a 30 minute lesson (+)….

Which is described in observable terms?
Hits with his fist OR Aggressive

Delinquent OR Takes money from peers

Psychotic OR Says she hears voices

Arrives 10 minutes late OR Irresponsible

Out of seat 55% of time OR Hyperactive

Consider response class
Set of topographically different behaviors with similar or related purpose or function Hit, spit, runaway, yell… Escape difficult task request Cry, hit, whine, raise hand, spit….. Obtain adult attention

Consider response chains
Predictable sequence of behaviors Possibly different functions at beginning & end of chains

What is function of behavior? (Test)
Ex1. Behavior Chain Given doable task, student… Whispers that work is stupid, Writes on papers, Says work is stupid, Throws paper in waste basket, & Leaves room. What is function of behavior? (Test)

What is function of behavior? (Test)
Ex2. Given difficult task, student… Says this work is stupid, Pokes student at next table, Argues with student, Tells teacher to butt out, Threatens teacher Runs away from teacher who chases. What is function of behavior? (Test)

What is FBA? A systematic process for developing statements about factors that contribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

When has FBA been done? Clear & measurable definition of problem behaviors. Complete testable hypothesis or summary statement is provided. Statement of function (purpose) of behavior 3. Data (direct observation) to confirm testable hypothesis. Behavior intervention plan based on testable hypothesis Contextually appropriate supports for accurate implementation

Testable Hypothesis “Basic Unit”
Setting Events Triggering Antecedents Problem Behavior Class Maintaining Consequences “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

Testable Hypothesis “Basic Unit”
Setting Events Triggering Antecedents Problem Behavior Class Maintaining Consequences Infrequent events that affect value of maint. conseq. Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Avoid difficult tasks What function? Setting event Antecedent Response Consequence Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful Misses 12:30 medication Teachers make multiple task demands

Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention. Escape adult & peer attention What function? Setting event Antecedent Response Consequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention

Cleo is new to the 6th grade, & English is her second language
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. Escape peer attention What function? Setting event Antecedent Response Consequence New student Student approaches & speaks in English Cleo turns away Other student walks away

When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. Access peer & adult attention What function? Setting event Antecedent Response Consequence Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend None

As Veloce is walking, other kids look at him & say “what’s up
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Access OR escape peer attention? What function? Setting event Antecedent Response Consequence How do you know? Assess? How do you know? ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” Setting event Antecedent Response Consequence ?? Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

Example 1: Different behaviors with different functions
Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Get adult attention Escape peer social Setting Event 
Antecedent Event Behavior Consequence Event None Teacher presents multiple step request. Verbal protest, non-compliance, foot stomping. Teacher repeats request 4 to 5 times & threatens after school suspension. Get adult attention Setting Event  Antecedent Event Behavior Consequence Event None Peers play game & have conflict. Pushes peers away, uses profanity, throws rocks. Peers stop playing with Kirsten. Escape peer social

Example 2: Same behaviors with different functions
Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

Avoid peer attention Get adult social Setting Event  Antecedent Event
Behavior Consequence Event None Peers try to engage Amy in con-versations. Turns eyes away, does not comply verbally, pulls sweater over his head. Peers move away. Avoid peer attention Setting Event  Antecedent Event Behavior Consequence Event None Teachers give Amy corrective feedback about her work. Turns eyes away, does not comply verbally, pulls sweater over his head. Teachers sit down next to her, rub her shoulders, & say comforting words. Get adult social

Functional Assessment Checklist for Teachers “FACTS”
25 STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________ Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis
Schedule (Times) Activity Likelihood of Problem Behavior Specific Problem Behavior 8:00 Waiting to enter building Low High See escalation described above 8:15 Advisory & Planning Mostly teasing and touching property of others. Doesn’t escalate much further 9:15 Language Arts Occasional name calling/teasing 10:15 Recess 11:30 Math Occasional teasing 12:00 Lunch 12:35 Earth Science Minor verbal harassment 1:15 Art or Phy Ed 2:00 Reading Rarely a problem 2:50 Waiting for bus

Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

Summary Statement Desired Alternative Typical Consequence
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

Summary Statement Function Why is function important?
Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

Summary Statement Desired Alternative Typical Consequence
Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Acceptable Alternative

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations

Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Function Acceptable Alternative Why is function important? Ask for break, ask for help. Because consequences compete!!

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills

Desired Alternative Typical Consequence Ignore & problem solve later Delayed teacher attention. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Profanity Verbal protests Rides city bus Teacher corrects peers Teacher attention Function Acceptable Alternative Why is function important? Discuss in private Because consequences compete!!

Setting Event Manipulations Antecedent Manipulations Behavior Manipulations Consequence Manipulations On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow-ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion)

BIP Guidelines Design antecedent strategies to make triggering antecedents irrelevant….so they no longer serve as triggers. Design behavior teaching strategies to make problem behaviors inefficient….so more acceptable behaviors are easier to do.

3. Design consequence strategies to make maintaining consequences ineffective…so they no longer are present or are less reinforcing. 4. Design setting event strategies to eliminate or neutralize effects of setting events…so they have less impact on routines & reinforcers.

Process Guidelines Conducted by team Led by behavior specialist
Behaviorally competent Student-knowledgeable Led by behavior specialist Link behavioral strategies to summary statement Ensure that implementers are fluent Monitor continuously & evaluate early

FBA Team Process Steps Collect information.
Develop testable hypothesis or summary statement. Collect direct observation data to confirm summary statement. Develop “competing pathways” summary statement. Develop BIP. Develop details & routines for full implementation of BSP. Develop strategies for monitoring & evaluating implementation of BSP.

Common Secondary Intervention Features
Regular function-based screening Direct student orientation, training, practice, & review Link to SW expectations, routines, etc. Link to academic programming & expectations

Secondary – cont. Daily-weekly monitoring, review, & evaluations with adult Regular, overt, & frequent opportunities for positive reinforcement Individualized academic & behavioral targets, & accommodations

Secondary – cont. Daily-weekly home-school communications
Behavioral contracting Self-management strategies

Examples… “Behavior Education Program” “Check-in Check-out” “H.U.G.”
Fern Ridge Middle School, OR “Check-in Check-out” Bethel School District, OR “H.U.G.” Tualatin Elementary School, OR “Social Skills Club” Missouri “Think Time” University of Nebraska

Example: FRMS Behavior Education Plan (BEP)
SW system of behavior support in place Relatively small # (~10-20%) students not responding to SW Need for efficient specialized support system

Basic BEP Cycle Morning check-in
Prior to each period, give BEP to teacher End of day check-out Points tallied & reward Copy of BEP form taken home & signed Return signed copy next morning

FRMS Behavior Education Plan (BEP) (Hawkin, Horner, & March, 2002)
Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Referral, Assessment, & Orientation

Behavior Education Plan Daily Progress Report

Identification & Referral
Multiple office referrals Recommendations by Teacher Parent Time to action = 30 min to 7 days

Contract Agreement to succeed Written (pref.) or verbal contract
Student Parent BEP coordinator Teachers Written (pref.) or verbal contract

Organization & Structure
BEP Coordinator Chair BEP meetings, faculty contact, evaluation BEP Specialist Check-in, check-out, meeting, data entry, graphs Coordinator + Specialist = 10 hrs/wk

All staff commitment & training
BEP meeting 40 min/wk Coordinator, specialist, sped faculty, related Services All staff commitment & training Simple data collection & reporting system.

Data Collection for Decision-Making
Monitor BEP points earned each day Office discipline referrals Regular data use by BEP team

Functional Assessment
Pre-functional assessment interview Defines Problem behaviors Routines where problems most likely Hypothesis statement Triggers, behaviors, consequences Function

Functions

Importance of Functional Assessment in BEP

HUG: Hello, Update, Goodbye
Pam Hallvik, Nancy Ferguson, & Sally Helton Tigard-Tualatin Schools

(Hello, Update, Goodbye)
H.U.G. (Hello, Update, Goodbye) Name: ____________________________ Date: ________________ Please indicate whether the student has met the goal during the time period indicated: Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts HUG Daily Goal _____/_____ HUG Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. Goals AM to Recess AM Recess AM Recess to Lunch Lunch Recess PM Be Safe J K L Be Kind Be Responsible Total Points Teacher Initials Parent’s Signature ___________________________________ Parent’s Comments _________________________________________________________ __________________________________________________________________________

H.U.G. Program WHAT AND WHY?
The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made. The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters. HOW? The H.U.G. Program consists of a plan and process that allow students to: Check-in with a significant adult before school Carry a tracking form Ask their teacher to rate their behavior Check-out at the end of each day Take the form home to parents Return the H.U.G. form the next morning

“Hello” - Morning All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following: Positive, sincere greeting Check to see if they are prepared for day (lunch ticket, materials, etc.) Check to learn how they are feeling (any morning conflicts?) Collection of returned H.U.G. form signed by parents Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward New H.U.G. form

“Update” - During Day Student: give H.U.G. form to his or her teacher on arrival to class Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating. Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

“Goodbye” - End of Day Students will return with their H.U.G. forms to counselor’s room at 2:25 each day: Students will again receive positive, sincere greeting Counselor or H.U.G. assistant will check to see whether student met his/her goal. If so, student will receive small reward. If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently. Students will put their H.U.G. forms into their backpacks to take home to share with their parents. Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

H.U.G. Participant Responsibilities
H.U.G. Coordinator Sign H.U.G. Contract Agreement. Facilitate the check-in and check-out process. Provide H.U.G. participants with positive, constructive feedback and small tangible rewards. Instruct involved staff members on the use of the HUG form. Collect, summarize, and report H.U.G. data each week. Teachers Accept H.U.G. Report Form daily from students. Evaluate student behaviors and complete the form. Offer constructive and positive feedback to students. Parents of H.U.G. Participants Review H.U.G. Progress Report with child daily. Provide positive and constructive feedback. Communicate with the school when there are concerns or celebrations regarding the student’s behavior. H.U.G. Student Participants Follow all H.U.G. Program Guidelines. GIVE IT YOUR BEST!!!!

H.U.G Program Contract Agreement
I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities. Student signature: ___________________ Date ______ Parent(s) signature(s): _________________ Date ______ Teacher signature: ____________________ Date ______ Administrator signature: ________________ Date ______ H.U.G. Coordinator signature: _____________Date ______ Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

RTI & Secondary Intervention in classroom
Fairbanks, Sugai, Guardino, & Lathrop (2007, EC)

RTI Increasing intervention intensity based on responsiveness to effective interventions “Check In/Out” at classroom level

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Check In/Out Pt Card Name____________________ Date ____________
GOALS: 8:30 9:30 10:30 11:30 12:30 1:30 1. RESPECT OTHERS 2. MANAGE SELF 3. SOLVE PROBLEMS RESPONSIBLY Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N

Percent of Intervals Engaged in Problem Behavior
Class B Results Percent of Intervals Engaged in Problem Behavior School Days

Class B Results + Composite Peers
Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

Behavior(s) of Interest
Summary Statement of Problem Behavior Contingencies across Students Setting Events Antecedents Behavior(s) of Interest Consequences Marcellus N/A (a) Easy unstructured activities (b) Difficult math and writing tasks (a) Out of seat & making faces (b) Talk outs, out of seat, &work not completed (a) Peer attention (b) Escape work Blair Independent work time Out of seat & talking to peers Peer & adult attention Ben Teacher-led instruction When given direction. Non-compliance, talk outs, making jokes Olivia Thinking about the loss of her sibling During teacher- led instruction Playing with things, not looking at teacher, & not following directions Teacher attention

Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days

George Sugai OSEP Center on PBIS

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