1. Virginia PBIS Conference | June 30, 2011 Behavior Intervention Planning within a School-wide System of PBIS Lucille Eber IL PBIS Network www.pbisillinois.org

2. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement ٭ Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm

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

4. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SIMEO Tools: HSC-T, RD-T, EI-T Check-in/ Check-out Individualized Check- In/Check-Out, Groups & Mentoring (ex. CnC) Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

5. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

6. A Context for PBIS 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. A behavior support plan describes what we will do differently.

7. The person who is supposed to implement the strategy needs to be actively involved in designing it; or it probably won’t work ! Ownership & Voice: A Key to Intervention Design Interventions

8. Problem Solving Steps

9. Identifying who needs an FBA/BIP Academic/behavior data indicates challenge High intensity or frequency of behavior Behavior impedes academic performance Don’t understand behavior Behavior seems to meet need or be reinforcing for student Interventions have not been successful Use data

10. Common Mistakes Seen in Behavior Intervention Plans Becoming ‘immobilized’ by setting events beyond the control of the school Skipping the replacement behavior Not enough teaching strategies/opportunities Putting all the ‘eggs in one basket” Other?

11. Functional Assessment of Behavior “BIG IDEAS” Functional assessment is a problem solving process – a way to think about behavior systematically. “FA can be done in your head.” Functional assessment identifies the events that reliably predict and maintain problem behavior.

12. FBA Team Process Steps 1.Collect information 1.What does the problem look like? 2.What series of events predicts behavior? 3.What is the maintaining consequence of the observable behavior? 4.Hypothesis statement? 2.Develop “competing pathways” and replacement behaviors 3.Develop BIP. 4.Develop strategies for monitoring & evaluating implementation of BSP.

13. Setting EventsTriggering Events Challenging Behavior Maintaining Consequences Competing Behavior Pathway

14. Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & & remove ineffective reinforcers BEHAVIOR INTERVENTION PLANNING

15. “Bruce” 5 th grade Difficulty socially interacting with peers at school and in the community Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year DCFS involvement

16. Trauma DCFS involvement Removal from home, school, or community Adults in conflict (domestic violence, parent in jail/prison, drug/alcohol abuse) Medical concerns in family Poverty

17. Tier 2/Secondary Supports In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out. By January, data (SWIS & BEP) showed that student was not responding to CICO Team modified his Check-In/Check-Out to a Check and Connect School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

18. Consequence Sent out of P.E. class Behavioral Pathway Setting Event Days with Gym Antecedent Less structured activities that involve competition Problem Behavior Negative comments about activity and to peers leading to physical contact Function To escape setting

19. Brief Function-based Interventions Setting Event Supports Add check- in before gym Teaching Strategies Teach social skills (getting along with others, friendship, problem solving, sportsmanship) Teach how to approach gym teacher to ask for a drink of water to leave setting. Teach student how to re-enter and continue with activity Consequence Supports Acknowledging /rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..) Antecedent Strategies Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport More frequent activities with less focus on competition (parachute, 4- square, etc...) Pre-correct

20. Secondary Systems/Practices Decision Rules for Entrance into a Simple Secondary Intervention: –A student at our school begins to access Secondary Level Interventions when they earn 1 or more majors or more than 4 minors within a months time. Simple Secondary Interventions Available: –Check In Check Out –Social Skill Groups –Check In Check Out with Modified Features.

21. Secondary Systems/Practices Secondary Systems team Meetings –Held twice a month –Review progress of group interventions systems Decision Rules for Exiting a Secondary Intervention –Average of 80% of points earned on Daily Progress report and less than 4 minors or 1 major in a month.

22. “Sara” Sixth grade Difficulties with behavior on almost a daily basis Behaviors affected her ability to perform academically throughout the school day

23. Secondary Systems/Practices Student met decision rule in late November, receiving a major for Class Disruption. Previously (Sept. and Oct.) earned some minor infractions but not more than 4 in a month

24. Secondary Systems/Practices Review of CICO Data –Mid December-Earned average of 65% of points per week, earned 8 minors, 1 major –Mid January-Earned 70% of points per week, 18 minors, 2 majors, Added Social Skill Group along with CICO –Mid February-24 minors, 3 majors, was decided ( based on decision rules) that interventions were not working and behavior was escalating –Referred to Problem-Solving Team

25. Secondary Systems/Practices As a result of the increasing trend of referrals and failure to reduce problem behavior with Check In Check Out and a Social Skill Group the student was referred for a Brief FBA/BIP In early March, the school social worker interviewed the student regarding her perspective of the problem behavior (student interview). Her mother was present for this interview. The team met with the student’s mother to do a Brief FBA/BIP. The student was present for a portion of this meeting.

26. Data/Tools Utilized to do a Brief FBA Utilize existing CICO data Student Directed Interview Family Interview Teacher Interview (FACTS) Competing Behavior Pathway SWIS Individual Student Report Review the “Big Five” –Average Referrals Per Day Per Month –Referrals by Problem Behavior –Referrals by Location –Referrals by Motivation –Referrals by Time

27. Function of Behavior It is hypothesized that the function of the students disruptive behavior is to gain attention adults within the classroom setting. The guiding principle for intervention in this case then is to provide high levels of adult attention to prevent problem behavior and when she is demonstrating appropriate behaviors. Additionally, to withdraw attention when she is displaying inappropriate behaviors (that can be ignored).

28. Additional Information to Consider History of Consequences Description of Incidents to determine the intensity of misbehavior. Are referrals from the same staff member all the time or have a variety of staff given student referrals?

29. Problem Behavior The student has obtained the most referrals due to instances of class disruption (57 minors/majors) and disrespect to students and staff (31 minors/majors) out of 148 total referrals this year. Instances of class disruption range from blurting out, wandering around the room, making noises to get attention, to making rude or disrespectful comments.

30. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative. Typical Consequence Summary Statement Replacement Behaviors Function Decreased levels of attention teacher, redirection provided by teacher to perform more appropriate behaviors. Blurting out, wandering around the room, making noises, making rude comments. Raise hand to participate, perform SLANT behaviors, use kind words when interacting with others Student immediately gets attention from an adult when engaged in inappropriate behavior- Utilize appropriate social skills (request assistance, initiate social interactions, and to maintain social interactions). Positive social interactions, positive attention from peers and adults Low levels of attention from peers or adults

31. Setting Event Supports Antecedent Supports Consequence Supports Behavior Supports -Teach replacement behaviors -Academic Behavior Skills Group: how to appropriately seek out peer and adult attention, SLANT Behaviors Instruct entire class on SLANT Behaviors/Post SLANT posters and provide individual cue cards on each student desk. -Prompt/Pre-correct replacement behaviors (Indv. DPR) -Adults attends to (give attention to) appropriate behavior as they occur. - Feathers for using replacement behaviors -Lunch with staff member of her choice for meeting point goal two days in a row. Adults conference with student regarding inappropriate behaviors only at the end of the class period. Planned Ignoring -Student will be called on as frequently as possible when she demonstrates a raised hand. -Student will be prompted that she will be called on next if she raises her hand and someone else is participating.

32. Using the Daily Progress Report Individualized Check In Check Out System - 3 replacement behaviors Raise your hand to participate in class Perform SLANT Behaviors Use kind words when interacting with others Student could earn up to two points for using each replacement behavior within each class period. Student carries Daily Progress report between classes, receives feedback, and points after each class period. Checks in in the morning and out in the afternoon with the school secretary.

33. Data-based Outcomes FBA/BIP began in Mid March (one week before Spring Break) and continued throughout the remainder of the school year. Mid-March to April –75% of Average Daily Points, 7 minors, 1 major April to May –82% of Average Daily Points, 10 minors, 1 major May to June –85% of Average Daily Points, 7 minors, no majors