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Swpbis in special schools

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  • 1. SWPBIS  in  Special  Schools  Sustaining  Communi6es  of  Prac6ce  Schoolwide   posi6ve  behaviour  support     Queensland  Conference  2011   Presented  by  Anne  W.  Todd,     University  of  Oregon   awt@uoregon.edu  
  • 2. Objec6ves  •  Review  features  of  SWPBIS  •  Juxtapose  SWPBIS  features  to  Special  Schools   popula6on  •  Apply  examples  of  current    
  • 3. SWPBS  Logic!    Successful  individual  student   behavior  support  is  linked  to  host   environments  or  school    climates   that  are  effec7ve,  efficient,   relevant,  durable,  durable,  &   logical  for  all  students    (Zins  &  Pon6,  1990)  
  • 4. Systems  Implementa6on  Logic  Effec6ve   • Achieve  desired  outcome?  Efficient   • Doable  by  implementer?  Relevant   • Contextual  &  cultural?  Durable   • Las7ng?  Scalable   • Transportable?   Logical   • Conceptually  Sound?  
  • 5. SWPBS  is  Framework  for  enhancing  adop6on  &  implementa6on  of     Con6nuum  of  evidence-­‐based   interven6ons  to  achieve   Academically  &  behaviorally   important  outcomes  for   All  students  
  • 6. Integrated Supporting Social Competence & Academic Achievement Elements OUTCOMES Supporting Supporting Decision Staff Behavior Making PRACTICES Supporting Student Behavior
  • 7. Supporting Social Competence & Academic Achievement DATA Supporting Decision SYSTEMS PRACTICES Making SupportingEvidence-based, Staff Behavior & Implementation preventive Fidelity
  • 8. Tertiary Prevention: CONTINUUM OF Specialized SCHOOL-WIDE Individualized INSTRUCTIONAL & FEW   Systems for StudentsPOSITIVE BEHAVIOR ~5% with High-Risk Behavior SUPPORT Secondary Prevention: ~15% Specialized Group SOME   Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL   ~80% of Students
  • 9. IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORINGUNIVERSAL RtI   CONTENT EXPERTISE &SCREENING FLUENCY DATA-BASED PREVENTION DECISION MAKING & & EARLY PROBLEM SOLVING INTERVENTION
  • 10. RTI   Intensive   Few   Con6nuum  of   Support  for  ALL   Targeted   Some  Universal   All   Dec  7,  2007  
  • 11. Math   RTI   Intensive   Con6nuum  of   Science   Support  for  ALL   Targeted   Spanish   Reading   Soc  skills  Universal   Soc  Studies   Basketball   Label  behavior…not  people   Dec  7,  2007  
  • 12. Anger  man.   RTI   Intensive   Con6nuum  of   Prob  Sol.   Support  for  ALL   Targeted   Ind.  play   Adult  rel.   A_end.  Universal   Coop  play   Peer  interac   Label  behavior…not  people   Dec  7,  2007  
  • 13. ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION TERTIARY PREVENTION •  Function-based support •  •  Wraparound •  ~5% •  Person-centered planning •  •  •  •  •  ~15% SECONDARY PREVENTION SECONDARY PREVENTION •  Check in/out •  •  Targeted social skills instruction •  •  Peer-based supports •  •  Social skills club •  •  •  PRIMARY PREVENTION PRIMARY PREVENTION •  Teach SW expectations •  •  Proactive SW discipline •  •  Positive reinforcement •  •  Effective instruction •  •  Parent engagement • ~80% of Students •  • 
  • 14. RTI   Intensive   Rou6nes   &  self     Con6nuum  of   management   Support  for  ALL   Targeted   Func6onal   Daily  Living   Academics     Skills   Interpersonal     Public     rela6onships   Transporta6on  Universal   Adapted  Academic   Academic   Check  In    Curriculum   Seminar   Check  Out   Define  Tiers  of  Support  that  fit  for  80%,   15%,  &  5%  of  your  group  
  • 15. RTI   Intensive   Adapted   Curriculum   Con6nuum  of   Support  for  ALL   Targeted   Rou6nes  &  Self   Management   Interpersonal     Public     rela6onships   Transporta6on  Universal   Func6onal     Daily  Living   Self   Academics   Skills   Management   Define  Tiers  of  Support  that  fit  for  80%,   15%,  &  5%  of  your  target  group  
  • 16. How  about  ‘ Tier  II’  interven6ons?  •  Use  CICO  and  Academic  Seminar  as  Tier  I   interven6ons  in  Special  Schools  •  A  system  for  defining  curriculum  adapta6ons  •  Self  Management   –  CICO  ++   –  Individualized    
  • 17. Check  In  Check  Out     Student Recommended for CICO Safe Responsible Respectful Check In 2 1 0 2 1 0 2 1 0 Before 2 1 0 2 1 0 2 1 0 Recess Before 2 1 0 2 1 0 2 1 0 CICO is Implemented Lunch After Recess 2 1 0 2 1 0 2 1 0 Check Out 2 1 0 2 1 0 2 1 0 Today’s goal Today’s total points CICO Coordinator Morning Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  • 18. CICO  Home  Report   Student Recommended for CICO Name:  ____________                      Date:  ______   ___    I  met  my  goal  today       ___    I  had  a  hard  day   One  thing  I  did  really  well  today    was:  ________   Something  I  will  work  on  tomorrow  is:  ________   CICO is Implemented Comments:   Parent  signature:  ____________________   Morning Academic CICO Coordinator Seminar & Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  • 19. Check  In  Check  Out     Student Recommended for CICO Safe Responsible Respectful Period 1 2 1 0 2 1 0 2 1 0 Period 2 2 1 0 2 1 0 2 1 0 Period 3 2 1 0 2 1 0 2 1 0 CICO is Implemented Period 4 2 1 0 2 1 0 2 1 0 Period 5 2 1 0 2 1 0 2 1 0 Today’s goal Today’s total points CICO Coordinator Morning Summarizes Data Check-in For Decision Making Parent Regular Teacher Bi-weekly SST MeetingFeedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  • 20.  Academic  Seminar     Instruc6on  &  Prac6ce  in  7   Student Recommended for HS-BEP  founda6onal  organiza6onal  skills    Planner  Use    Notebook    Gradua6on  Plan    Goal  SeCng   HS-BEP is Implemented  Tracking  Progress    Study  Skills    Test  Taking    Homework  Support   CICO Coordinator Morning Summarizes Data Check-in For Decision MakingParent or Preferred Adult Regular Teacher Bi-weekly SST Meeting Feedback Feedback to Assess Student Progress Afternoon Check-out Revise Exit Program Program
  • 21. Mul6-­‐6er  Model   Academic  Systems   Behavioral  Systems   The  more  severe  the  problem,  the   more  systema6c  we  need  to  be   Intensive,  Individual  Interven6ons   Intensive,  Individual  Interven6ons   • Individual  Students   • Individual  Students   • Assessment-­‐based   1-­‐5%   1-­‐5%   • High  Intensity   A_en6on,   • Assessment-­‐based   • Intense,  durable  procedures   • Of  longer  dura6on   5-­‐10%   Effort,   5-­‐10%   Targeted  Group  Interven6ons   Targeted  Group  Interven6ons   • Some  students  (at-­‐risk)   • High  efficiency   Precision   • Some  students  (at-­‐risk)   • High  efficiency   • Rapid  response   • Rapid  response  Universal  Interven6ons   80-­‐90%   80-­‐90%   Universal  Interven6ons  • All  students   • All  senngs,  all  students  • Preven6ve,    proac6ve   • Preven6ve,    proac6ve  
  • 22. Self-­‐Management  •  Cri6cal  skills  for  succeeding  in  school  &  work   environments     –  Social  Skills   –  Communica6on  Skills   –  Literacy  Skills   –  Organiza6onal  Skills   –  Job  Specific  Skills  
  • 23. Self-­‐Management  Defined            (3  criteria)  1.  Two  behaviors   –  self-­‐management  behavior   –  target  behavior  2.  Both  behaviors  are  performed  by  the  same       person  3.  Self-­‐management  behavior  changes  the  target   behavior  
  • 24. Signaling  the  use  of  self-­‐management   strategies   Signals  for  self-­‐management  are  cri6cal   –  Use  natural  signals  as  much    as  possible   –  Infuse  ‘temporary’  signals  if  the    natural  signal   isn’t  open  enough   •  Whatever  you  add,  be  prepared  to  fade  out  as  the     student  succeeds   •  Auditory  vs.  visual   –  Tallies,  checks,  pluses,  ra6ng  scales  
  • 25. Recording  self-­‐management  behavior    What  is  the  purpose  of  recording?   –  To  self-­‐monitor   •  Instruc6onal  prompts   •  Visual  monitoring  of  progress   •  To  increase  predictability  and  accountability   –  To  determine  if  behavior  is  more  socially  acceptable?   –  To  determine  if  work  work/rou6ne  is  completed?   –  To  determine  if  work  is  accurate?    Be  crea6ve  &  efficient   –  Make  is  simple,  doable,  easy  to  use   –  Use  the  data    Examples  
  • 26. Classroom  rou6ne  for  self  managing  and  for  at  a  glance  ‘climate’  check  for  adults   ✚  =  great      ✓=  OK            ✗=  not  OK  Monday   Tuesday   Wednesday   Thursday   Friday   1                                ✓                      2                            ✚     3                              ✗ 4                          ✚   ✚     ✚     ✚    7   8   9   10   11  14   15   16   17   18  21   22   23   24   25  28   29   30  
  • 27. 5th  grade  research  project  calendar  Sunday   Monday   Tuesday   Wednesday   Thursday   Friday   Saturday  4th   5th   6th   7th   8th   9th   10th  decide  on  topic   start  outline   finish  outline   write   introduc6on  11th   12th   13th   14th   15th   16th   17th  day  off!   write  Paragraph   write     1   paragraph  2  18th   19th   20th   21st     22nd   23rd   24th    write  paragraph   write   edit  first  draR  3   conclusion   complete   references   first  drap  25th   26th   27th   28th   29th   30th   31st  finish  references   day  off!   edit  final  copy   make  cover  page   Turn  in    
  • 28. +   +   0   +   +   +   +  
  • 29. Kyle   I  am  a  self-­‐manager   Date:   1 2 3 4 5 6 7 8CheckI worked quietly& kept my feet,hands, & objectsto myself 9 10 11 12 13 14 15 16+ = yes 0 = no teacher agreement? 1:30_____ 1:50 _____ 2:20 ______ 1. every  3  pluses,  raise  your  hand  for  teacher  check   2. each  6me  teacher  agreement  is  a  +,  you  earn  a  self-­‐manager  recogni6on  s6cker   3. at  2:20  put  your  walkman  away  and  give  your  self-­‐manager  card  to  Ms.  Sage  
  • 30. I  am  a  self-­‐manager   1st   2nd   3rd   4th   Me   T   Me   T  agree?   Me   T   Me   T  agree?   agree?   agree?  Had  materials   +   +   +   0   0   +   0   +  Kept  my  cool   +   +   0   +   0   +   +   +  Total  +’s   4   1   2   3  
  • 31. Tuesday   Jan.  23,  2001   1/23/01   8   music   9   Science   PE  
  • 32. CURRICULAR-­‐BASED  DECISION  MAKING  ASSESSMENT  (CDMA)  GUIDELINES  FOR  MONITORING  IEP  IMPLEMENTATION  Todd,  A.  University  of  Oregon;  Morgan,  R.  &  Price,  S.,      Lane  Educa6on  Service  District  2011    Adapted  from  CDMEI:  Todd,  Collier,  Reed,  Baker,  &  Hix-­‐Small,  University   of  Oregon,  2001    
  • 33. Conduc6ng  the  CDMA  –  Use  IEPs  that  have  been  in  place  for  at  least  10   school  days    –  Use  IEP,  wri_en  curricula,  teaching  schedule,  data   collec6on  forms    –  Use  scoring  rubric:   •  3=  in  place  for  80%  or  more  students/student  IEPs   •  2  =  in  place  for  50%  of  students/students  IEPs   •  1  =  in  place  for  at  least  one  student/student  IEP   •  0=    not  started  –  Conduct  CDMA  three  6mes  a  year  
  • 34. CDMA  
  • 35. CDMA    (con6nued)  
  • 36. Ea6ng  in  Cafeteria    in  order  to  improve  his  independent  ea6ng  skills,  S  will  perform  the  following  steps  with  no  more  than  one   prompt  for  each  step  on  4  out  of  5  opportuni6es.  1.  Carry  tray  to  cafeteria  and  move  through  lunch  line  2.  Indicate  preference  when  presented  with  a  choice  of  food   items  3.  Place  hands  in  correct  posi6on  on  the  tray  to  prevent   spilling  while  checking  out  of  line  4.  Chew  food  in  reasonable  number  of  6mes  before   swallowing    5.  Will  refrain  from  taking  another  bite  of  food  while  his  mouth   is  s6ll  full  6.  Will  use  a  fork  when  appropriate  
  • 37. Voca6onal  Goal  ….successfully  complete  job  tasks  in  school/community  by  comple6ng  objec6ves  with   verbal/gestures  4  of  5  opportuni6es.     ….will  manage  job  task  skills,  using  a  picture/word  schedule  with  80%  accuracy  as   measured  on  weekly  probe  data  1.  Maintain  quiet  voice  on  way  to  work  2.  Follow  supervisors  direc6ons  at  work  3.  Allow  others  to  assist  as  needed  4.  Be  polite  to  adults/peers  &  keep  hands  to  self   when  working  5.  Cooperate  with  co-­‐workers  6.  Maintain  quiet  voice  when  at  work  7.  Stay  on  task  when  working  8.  Complete  all  job  tasks  accurately  
  • 38. Integrated Supporting Social Competence & Academic Achievement Elements OUTCOMES Supporting Supporting Decision Staff Behavior Making PRACTICES Supporting Student Behavior
  • 39. TES  Tools  •  Weekly  Record  •  Rou6nes  Monitoring  Form  •  Skills  Monitoring  Form  
  • 40. Weekly  Record  •  Designed  to     –  monitor  progress  on  acquisi6on  and  mastery  of   specific  skills  and  rou6nes  for  mee6ng  short  term  IEP   objec6ves.     –  used  daily  &weekly   –  Serve  as  a  non-­‐verbal  communicate  system  between   staff/families   –  Project  learning  rate  over  6me   –  5  new  sight  words/per  week  (20/month)   »   ~  150  sight  words/yr  vs.  1  per  week  =  about  32  sight  words/ year   –  2  mastery  reading  lessons  per  week  (8/month),  about  64  lessons/ yr  (begin  yr  at  lesson  20,  projected  end  lesson  is  lesson  84)  
  • 41. IEP Goal Area Short term objective M Tu Wed Th Fr   (abbreviated) Reading Mastery #45 #45 #46 #46Reading Read with Lou 12 min 15 min 10 min 15 min 10 min Sums to 10Math Subtraction w/ manipulatives AT AT AT AT Single digitSpellingWritten Language Handwriting Journal Self-Management 80%Social Total daily points 80% 70% Total # of breaks taken 4 3 3 Perceived Anxiousness level 1= low; 5 = high 4 3 3Changes
  • 42. Daily  Record  Kate   June  29   Went  to  first  recess    Yes                    No   Went  to  second  recess   Yes                      No   Finished  lunch   Yes                      No   Had  a  bowel  movement   Yes                      No   Went  to    1st  grade  story  6me   Yes                      No  Bryson   June  29   Got  off  bus  calmly    Agitated                        Calm   1              2            3            4            5   Transi6ons   Agitated                        Calm   1              2            3            4            5   Finished  lunch   Yes                      No   Had  a  clean  shirt  aper  lunch   Yes                      No   Went  to    8th  grade  p.e.   Yes                      No  
  • 43. Rou6nes  •  Prac6ces   –  Define   –  Teach   –  Adapt   –  Progress  Monitor   –  Evaluate  •  System   –  Rou6nes  Analysis   –  Using  the  Rou6nes  Monitoring  Form  •  Data   –  Rou6nes  Analysis   –  Rou6nes  Monitoring  Form  
  • 44. Some  School  rou6nes  •  Entering  school  &  genng  to  class  •  Turn  in  homework,  put  personal  things  away  •  Transi6ons   –  Within  classroom   –  Within  school  •  Taking  care  of  personal  needs  •  Genng  help  •  Lunch  •  Breaks/  recess  
  • 45. School Rule Be Safe Be Respectful Be Responsible Expected Student Walk facing forward Use kind words & actions Follow school rules Behaviors Keep hands, feet & objects to self Wait for your turn Remind others to follow school Get adult help for accidents & spills Clean up after self rules Use all equipment & materials Follow adult directions Take proper care of all personal appropriately Be silent with lights are turned off belongings & school equipment Be honest Follow game rules Classroom RoutinesStarting the day * put personal belongings in designated areas * turn in homework * put instructional materials in desks * sharpen pencils & gather necessary material for class * be seated & ready to start class by 8:30Entering the classroom * enter the room quietly * use a conversational or ‘inside voice’ * keep hands, feet, objects to self * walk * move directly to desk or assigned area * sit quietly & be ready for classWorking independently * select area to work * have materials ready * work without talking * raise hand to ask for help * keep working or wait quietly for assistance when the teacher is helping someone else * move quietly around the room when necessary * put materials away when finished * begin next activity when finishedAsking for help * always try by yourself first * use the classroom signal for getting assistance * keep working if you can or wait quietly * remember the teacher has other students that may also need helpTaking care of personal * follow the class signal for letting the teacher know you have a private concernneeds * let the teacher know if you need immediate help or if you can wait a while * try to speak to the teacher privately & quietly if you do not want other students involvedCompleting & returning * collect your work to take homehomework * complete work, get parent signature when needed * bring work back to school * return work to homework basket
  • 46. Some  Home  rou6nes  •  Genng  ready  for  school  •  Homework  •  Meal  6me  •  Helping  with  chores  •  Genng  ready  for  bed  •  Shopping  •  Car/  bus  riding  •  Church  •       •       
  • 47. Routine Steps for success Get dressed1. Getting ready for school Brush teeth Eat breakfast Get pack Get in car Get snack2. Home work Get pack Work on homework Take a break/ ask for help Finish homework Share homework with family member Put homework in pack Tidy up homework area Wash hands3. Meal time Sit at table Ask for food to be passed Use napkin for face and hands Chew & swallow food Participate in conversation Clean up area Wash hands
  • 48. Do what is asked in timely manner4. Helping with chores Finish chore Put materials away Wash hands Tell someone when finished (self-recruit praise) Bed clothes on5. Getting ready for bed Brush teeth Tell family members goodnight Read /listen to music Close eyes & sleep Seat belt on6. Car riding Hands to self Keep objects in lap Inform driver of personal needs Enter quietly7. Shopping Stay with adult Ask for only one extra item Accept hearing ‘not now, or not this time’ Help carry items Exit quietly
  • 49. Rou6nes  Analysis  Schedule Activity Likelihood of Problem Behavior Specific Problem Behavior(Times) Low High7 am Getting ready for 1 2 3 4 5 6 school 1 2 3 4 5 67:45 Get in car 1 2 3 4 5 68:00 Enter school 1 2 3 4 5 62:40 Get in car 1 2 3 4 5 63:00 Enter home & play 1 2 3 4 5 64:30 homework 1 2 3 4 5 65:30 TV time 1 2 3 4 5 66:30 Meal & family time 1 2 3 4 5 68:00 Get ready for bedComments:
  • 50. Rou6nes  Analysis  Schedule Activity Likelihood of Problem Behavior Specific Problem Behavior(Times) Low High7 am Getting ready for 1 2 3 4 5 6 school 1 2 3 4 5 67:45 Get in car 1 2 3 4 5 68:00 Enter school 1 2 3 4 5 62:40 Get in car 1 2 3 4 5 63:00 Enter home & play 1 2 3 4 5 64:30 homework 1 2 3 4 5 65:30 TV time 1 2 3 4 5 66:30 Meal & family time 1 2 3 4 5 68:00 Get ready for bedComments:
  • 51. Rou6nes  Monitoring  Form  •  Purpose:   –  guide  the  sequence  of  steps  for  comple6ng  a   rou6ne  specified  within  an  IEP/ISFP,   –  guide  student  progress  on  specific  rou6nes,   –  guide  instruc6on  to  include  generaliza6on  and   maintenance  of  all  skills  used  within  the  rou6ne,   and     –  review  student  progress  at-­‐a-­‐glance  for   instruc6onal  decisions.  •  How  to  use  
  • 52. Sub-­‐rou6ne/  task  analysis   Get  paper  filter  from  drawer   Make  sure  to  have  one  Put  coffee  in  filter   Put  filter  in  basket   Open  coffee  container   Use  spoon  to  put  3  scoops  of  coffee  in  filter   Put  top  on  coffee  and  scoop  in  dishwasher  
  • 53. Before  instruc6on:   Prepare  data  sheet   Instruc6onal  Objec6ve   Teaching  Schedule  &  Loca6on  _______________________________________________  List  the  relevant/  cri6cal  features  to  vary  across  instruc6onal  opportuni6es:  (context,  materials,  people,  etc)    Make  a  mark  next  to  each  feature  when  included  in  session.  A.   D.   G.  B.   E.   H.  C.   F.   I.  
  • 54. Instruc6onal  Objec6ve:    Jack  will  purchase  1-­‐5  items  as  wrijen  on  list,  independently  4  of  5  probes.  Jack  will  use  the  next  dollar  strategy  for  purchasing  items.  Teaching  Schedule  &  Loca6on  _______________________________________________   List  the  relevant/  cri6cal  features  to  vary  across  instruc6onal  opportuni6es:  (context,  materials,  people,  etc)    Make  a  mark  next  to  each  feature  when  included  in  session.   Different  set  of  features  depending  on   A.  Safeway   D.    1  item  only   student/context     G.  With  Ruth B.    7-­‐11   E.    2-­‐3  items   H.    With    Darcy   C.  Dari-­‐Mart   F.    4-­‐5  items   I.    With  Franco     List  the  relevant/  cri6cal  features  to  vary  across  instruc6onal  opportuni6es:  (context,  materials,  people,  etc)    Make  a  mark  next  to  each  feature  when  included  in  session.   A.  Albertson’s     E.  Heavy  items   I.    Total  cost  up  to  $20.00   B.  Target   F. Both fragile & heavy J.  Used  city  bus   C.  Dari-­‐Mart       G. More than two bags K.  walked   D.  Fragile  items   H.    Total  cost  up  to  $10.00  
  • 55. List  the  relevant/  cri6cal  features  to  vary  across  instruc6onal  opportuni6es:  (context,  materials,  people,  etc)    Make  a  mark  next  to  each  feature  when  included  in  session.  A.  Safeway   +   D.  1  item  only    +   +   G.  with  Ruth      B.  7-­‐11 E.  2-­‐3  items       H.  with  Darcy      C.  Dari-­‐Mart   F.  4-­‐5  items   I.  with  Franco  List  the  relevant/  cri6cal  features  to  vary  across  instruc6onal  opportuni6es:  (context,  materials,  people,  etc)   Aper  Instruc6on,   put    Make  a  mark  next  to  each  feature  when  included  in  session.   a  mark  next  to  ea ch   feature  that  was  A.  Safeway   ++++   D.  1  item  only    ++   G.  with  Ruth    ++++   included.      ++  B.  7-­‐11 E.  2-­‐3  items     +   H.  with  Darcy     ++++   I.  with  Franco  C.  Dari-­‐Mart    +   F.  4-­‐5  items   +++  
  • 56. Date  Step  of  Rou6ne                    Staff    ini6als  15.walk  out  of  store    14.pick  up  bag  13.put  money  in  pocket  12.take  change,  say  thanks  11.wait,  give  next  dollar  when  told  10.wait  turn,  place  items  on  belt   Before  Instruc6on,  write   task  analysis  star6ng  with  9.go  to  check  out   first  step  at  bo_om.  8.Repeat  2-­‐4  for  5th    item  7.Repeat  2-­‐4  for  4th    item  6.Repeat  2-­‐4  for  3rd  item  5.Repeat  2-­‐4  for  2nd  item  4.put  item  in  basket,  cross  off  list  3.find  item  2.Read  1st  item  1.Get  basket  (except  for  one  item)                                                            Comple6on  6me   Features  Included   Total  steps  independent  
  • 57. Date   9/22  Step  of  Rou6ne                    Staff    ini6als   R  15.walk  out  of  store     +  14.pick  up  bag   +  13.put  money  in  pocket   √       Aper  recording  student  12.take  change,  say  thanks   +   Aper  Instruc6on  record  #taff   performance,  total  the   s  of  11.wait,  give  next  dollar  when  told   √       steps  completed   ini6als,  student  performance,  10.wait  turn,  place  items  on  belt   √       independently  (+)  fand  plot   comple6on  6me,   eatures  9.go  to  check  out   0   that  #,  using  step  #  as  the   included  8.Repeat  2-­‐4  for  5th    item   √       scale  7.Repeat  2-­‐4  for  4th    item   √      6.Repeat  2-­‐4  for  3rd  item   √      5.Repeat  2-­‐4  for  2nd  item   √   •  4.put  item  in  basket,  cross  off  list   √      3.find  item   +  2.Read  1st  item   +  1.Get  basket  (except  for  one  item)   √                                                                Comple6on  6me   25   Features  Included   A  D  G   Total  steps  independent   5  
  • 58. Date   9/22   9/23   9/24   9/25   9/28   9/30   10/2  Step  of  Rou6ne                    Staff    ini6als   R   R   R   D   R   D   R  15.walk  out  of  store     +   +   +   +   +   +   +  14.pick  up  bag   +   +   +   +   +   +   +   Aper  each  session,  13.put  money  in  pocket   √       √       √       √       +   +   +   connect  the  dots  to  12.take  change,  say  thanks   +   +   +   0   +   +   +   update  a  graph  of  11.wait,  give  next  dollar  when  told   √       √       √       0   √       √       √       steps  completed  10.wait  turn,  place  items  on  belt   √       √         +   +   +   independently   +   +  9.go  to  check  out   0   √       0   0   √       √       √      8.Repeat  2-­‐4  for  5th    item   √       √       NA   NA   √        •   NA•   √    •  7.Repeat  2-­‐4  for  4th    item   √       √       √       NA   √       NA   √      6.Repeat  2-­‐4  for  3rd  item   √       √    •   √    •   NA    •   √       NA   √      5.Repeat  2-­‐4  for  2nd  item   √    •   √       √       √       √       NA   √      4.put  item  in  basket,  cross  off  list   √       √       √       √       √       √       √      3.find  item   +   +   +   +   +   +   +  2.Read  1st  item   +   +   +   +   +   +   +  1.Get  basket  (except  for  one  item)   √       +   √       +   +       NA    +   +                                                                Comple6on  6me   25   23   20   15   26   10   22   Features  Included   A  D  G   A  F  G   A  FG   B  E  H   C  F  G   ADH   B  FG   Total  steps  independent   5   6   6   6   8   8   8  
  • 59. Date   9/22   9/23   9/24   9/25   9/28   9/30   10/2   #   steps                                                                              Staff    ini6als   TK   VC   TK   TK   TK   TK   TK   inde p   loca6on   SW   7-­‐11   SW   DM   7-­‐11   7-­‐11   DM  Step  of  Rou6ne                                      #  items   5   5   4   3   5   1   5  15.walk  out  of  store     √       +   √       +   +       +   +       15  14.pick  up  bag   +   +   +   +   +   +   +   14   Aper  each  session,  13.put  money  in  pocket   0   O   O   O   O   O   O   13  12.take  cconnect  the  dots  to   hange,  say  thanks   √       √       √       √       √       √       √       12   update  a  graph  of  11.wait,  give  next  dollar  when  told   √       √       √       √       √       √     √       11   steps  completed  10.wait  turn,  place  items  on  belt   √       √       √       0   √       √     √       10   independently  9.go  to  check  out   √       √       √       0   √       0   √       9  8.Repeat  2-­‐4  for  5th    item   √       √       NA   NA   √           NA   √       8  7.Repeat  2-­‐4  for  4th    item   0   0     0   NA   0   NA   0   7  6.Repeat  2-­‐4  for  3rd  item   √       √            0   0   0   NA   0   6  5.Repeat  2-­‐4  for  2nd  item   √       √       √       0   √       NA   √       5  4.put  item  in  basket,  cross  off  list   +   +   +   0   √     +   0   4  3.find  item   √       √       √       √       √     +   0   3  2.Read  1st  item   +   +   +   +   +   +   +   2  1.Get  basket  (except  for  one  item)   +   +   +   +   +   +   +   1                                                            Comple6on  6me   25   23   20   15   26   10  
  • 60. Aper  instruc6on,  record   problems  and  changes  as   appropriate  Date Problem Adaptation or Instructional Change to Program9/23 agitated/late used car instead of bus or walking ____ ________________ _______________________________________________________ ________________ _______________________________________________________Other comments:
  • 61. Skills  Monitoring  Form  •  Acts  as  a  lesson  plan  for  at  least  10  days  of   instruc6on  •  Provides  the  rubric  for  teaching  new  skills   through  generaliza6on  and  maintenance  •  Basic  data  collec6on   –  Met  criteria  today  (date  it)  or  not  (✓  )   –  If  this  is  not  enough  informa6on,  move  to  trial  by  trial   data  
  • 62. Skills  &  strategies  •  Skills  are  discrimina6ons  needed  to  complete     a  larger  task/rou6ne   –  Sight  words   –  Preposi6ons   –  Facts  (names  of  people,  places,  things)  •  Strategies  are  many  discrimina6ons    used  in  a   sequence  (rou6ne)  
  • 63. Common  student  responses  Student Response Teacher WordingPoint (gesture or touch) ‘show me _______’Yes/no (verbal or text) ‘is this a __________?’Label (verbal or text) ‘ what is this ______?’Application of concept ‘ go get________?’ ‘time to _______?’Verbal chain ‘tell me ________?’Demonstration Show me__________’Self-monitoring Environmental signal
  • 64. Student  Name:                                                        Jack                                                                        IEP  area:                                      Reading: Sight words                                                    Date  begun: 4/5/99  IEP Goal: Jack will read community and schedule words Short Term Objective: Jack will read exit, women, recess,lunch, break, entrance, men teacher cue student response criteria teacher setting teaching schedulelevels 1-3 “find ____________” touch response 100%, 4 of 5 Anne room 8 15 minutes daily opportunitieslevels 4-5 “what is this Verbal response 100%, 4 of 5 Pete Library, room 15 minutes daily word_________?” opportunities 12 • Following  shaded  boxes,  progress  through  instruc6onal  levels  for  each  skill  by  moving  from  le<  to  right  and  top  to  bo=om.     • When  instruc6on  occurs  and  skill  is  not  mastered,  check  the  shaded  box.    Adjust  instruc6on  when  3  checks  occur  in  one  shaded  box.   • When  instruc6on  occurs  and  skill  is  mastered,  date  the  shaded  box  (9/27).   Specific Skill to be taught Exit Women Recess Lunch BreakTeaching Examples flash cards, white board flash cards, white board flash cards, schedule flash cards, schedulePreviously Mastered Examples names, bus, P.E. Names, bus, P.E., exit names, bus, P.E., exit, names, bus, P.E., exit women women, recessReview 2/26 3/1 3/8 3/14 3/28 4/1 4/7Level 1: 2/22 3/7 3/22 4/5Introduce new skill (model & test)Level 2: Delayed test of new skill 2/22 3/7 3/23 4/5Level 3: Practice with previously 3/8 √ 4/7mastered skills in other areas 3/27 2/27Level 4: Expansion by using new √ 3/29skill with alternate response 3/13Level 5: Practice previously √ √ 3/15 T 4/2mastered skills with a 2nd person in 3/32 setting 3/4 3/16 4/3Maintenance & Cumulative Review 2/25 3/9 3/22 3/28 4/5Skill use outside of instruction read names on read exit signs in hallcomments attendance sheet!
  • 65. Teach  clean  your  room  or  close  the  door?  
  • 66. CURRICULUM  ADAPTATIONS  
  • 67. Types  of  curricular  adapta6ons  •  Level  of  par6cipa6on   •  Input  method  •  Alternate  goal   •  Task  difficulty  •  Subs6tute  curricula   •  Time  to  complete  •  Precorrec6on   •  Output  method  •  Task  size   •  Acknowledgement  •  Level  of  support     •  Remove/restrict  
  • 68. Individual  Student  Interven6on   System  (ISIS-­‐SWIS)  Screen  shots  for  what  is  coming  this  6me  next   year.  
  • 69. Integrated Supporting Social Competence & Academic Achievement Elements OUTCOMES Supporting Supporting Decision Staff Behavior Making PRACTICES Supporting Student Behavior
  • 70. Benchmarks  for  Advanced  Tiers  (BAT)   Anderson,  Childs,  Kincaid,  Horner,  George,  Todd,  Sampson,  &  Spaulding   Educa6onal  and  Community  Supports,  University  of  Oregon  &  University  of   South  Florida  ,  May  2011  •  Team  self-­‐assessment  of  the  implementa6on  status  of   Tiers  2  (secondary,  targeted)  and  3  (ter6ary,  intensive)   behavior  support  systems  within  the  school.    •  Based  on  factors  drawn  from  the  Individual  Student   Systems  Evalua6on  Tool  (I-­‐SSET)    •  designed  to  answer  three  ques6ons:   1.  Are  the  founda6onal  (organiza6onal)  elements  in  place   for  implemen6ng  secondary  and  ter6ary  behavior   support  prac6ces?   2.  Is  a  Tier  2  support  system  in  place?   3.  Is  a  Tier  3  system  in  place?  
  • 71. Building  Capacity  &  Sustainability  •  Define  the  systems  to  support  the  fidelity  of   implementa6on  •  Use  self  assessment  tools  for  fidelity  of   implementa6on  monitoring    •  Define  the  cycle  for  decisions  needing  to  be  made,  by   whom,  and  when  •  Define  Reports  needed  for  making  those  decisions  •  Define  data  sources  that  will  provide  the  reports  •  Secure  access  to  data  sources  needed  •  Meet  regularly  to  monitor  progress  •  Communicate  progress  to  others  on  a  regular  cycle  
  • 72. Example  of  a  BAT  Report  
  • 73. Example  of  BAT  Scores  across  4  Years    
  • 74. Benchmarks  for  Advanced  Tiers     BAT  •  56  items  across  ten  cri6cal  systems  areas   –  Tier  I  implementa6on  of  SW  PBIS   –   Tier  II  &  III  Founda6ons   •  Commitment   •  Student  Iden6fica6on   •  Monitoring  and  Evalua6on   –  Tier  II  Targeted  Interven6ons     –  Support  Systems   –  Main  Tier  II  Strategy  Implementa6on   –  Main  Tier  II  Monitoring  and  Evalua6on   –  Tier  III  Intensive  Support  Systems   –  Assessment  and  Plan  Development   –  Monitoring  and  Evalua6on  
  • 75. Posi6ve   Social  Competence  &   Independent  living   Academic  Achievement   Behavior   Respec}ul  behavior  Interven6ons  &   Voca6onal  exper6se   Support   Posi6ve  rela6onships  OUTCOMES   TES   Suppor6ng   Suppor6ng   SWIS   Decision   Staff  Behavior  TES   DIBELS   General  Ca Making   se   TIPS   Func6on  based   CDMA   Self  management   BAT   Shaping   Coaching   PRACTICES   Fading   Task  analysis   Discrete  trial   Suppor6ng   Coaching   Student  Behavior  
  • 76. Where  are  you  in  implementa6on   process?    Adapted  from  Fixsen  &  Blase,  2005   Explora6on  &  Adop6on   •  We  think  we  know  what  we  need  so  we  are  planning  to  move  forward  (evidence-­‐ based)   Installa6on   •  Let’s  make  sure  we’re  ready  to  implement  (capacity  infrastructure)   Ini6al  Implementa6on   •  Let’s  give  it  a  try  &  evaluate  (demonstra6on)   Full  Implementa6on   •  That  worked,  let’s  do  it  for  real  (investment)   Sustainability  &  Con6nuous   Regenera6on   •  Let’s  make  it  our  way  of  doing  business  (ins6tu6onalized  use)  
  • 77. www .pbis .org