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POSITIVE BEHAVIOR INTERVENTIONS AND             SUPPORTS ADDRESSING SOCIAL DEVELOPMENT THROUGH THE    MASSACHUSETTS TIERED...
   PBIS/PBS/SWPBIS: interchangeable terms   Evidence based: identifying what works based    upon the best available rese...
We cannot “make” studentslearn and we cannot “make” them behave. However……
We can create environments to increasethe likelihood that students will learn and will behave
Environments that support student achievement andappropriate behavior use a  core curriculum and are     implemented with ...
A Continuum       Intensive   Few     of Support                             for All     Targeted      SomeUniversal      ...
ClassroomSetting Systems School-wide  Systems
PBIS organizes the Host Environment  •   How decisions are made, (Data)  •   How things are done, (Systems) and  •   How s...
SupportStaff Behavior                Support                              Decision                              Making    ...
DATA                   SYSTEMS                  PRACTICESCentral Data System       Leadership Team          Instructional ...
   How one middle school successfully    integrates PBIS with academic interventions    to raise achievement levels.   P...
PBIS is a process for creating safer, more effective            schools. The goal is to create a positive school culture b...
Academic Systems                                   Behavioral Systems   Tertiary Interventions                            ...
Common Approach              PBIS language,                                        Teacher buy-in       Clear Set of Expec...
Internal Coaches                           Administration                        Adjustment Counselor                     ...
-- Fundraisers   -- Adm. buy-in                                                  -- Bathroom   -- Faculty buy-in          ...
Weekly PBIS                           Collect and                                                    universal            ...
MAP testing     Show respect                                      Take                       MCAS       responsibility    ...
 Electronics   (game boys, mp3  players…) Cell phones Backpacks Handbags Gum Jackets
   Travel using the correct stairwell
   Perfect Attendance Breakfast   Honor Roll Awards   MCAS, MAP Incentives   Ice cream social / Harvest Fest / Bingo /...
Read to Know, Write to Show
200      180      160      140                                                 Habitual      120                          ...
55%                   52%                              51%                                     47%                        ...
in 2005 WEMS was the first Worcester middle school in the district to                     be declared underperforming.    ...
WEMS was moved from level 3 to level 2 status in 2011 due to the            strength of our Student Growth Percentile numb...
High rates of                                              Universal       Every teacher,           reactive              ...
Social                                     Success                              WEMS                                      ...
PBIS at Chandler Magnet      Elementary School        Amy McDonald M.Ed., CAGS        mcdonalda@worc.k12.ma.us
School-wide Rules   Be Here, Be Ready                     Be Respectful                            Be Safe                ...
Be Here, Be Ready                     Be Respectful                            Be Safe             Follow a routine       ...
Be Here, Be                           Respectful                             Be Safe                           Ready      ...
HALLWAY RULES                Line up quickly and quietly  BE HERE       Be ready to leave the area  BE READY      Remain f...
AREA: HALLWAYTIME ALLOTTED: 15-20 minutesMATERIALS: 1-2 adults – Teaching Poster of Hallway ExpectationsTEACH: A. Overview...
WHO? = Classroom Teachers, non-instructional adults, administrators, or anyother school staffWHEN? = Students meet school ...
Quarterly RewardsRecognition for students that have not had a suspension or office discipline referral.Spirit DaysIn an ef...
Individual                                  Whole Class   Extra computer                                 Extra recess  ...
Classroom Managed Behaviors                         Office Managed Behaviors   Attendance/Tardy                          ...
Least Intrusive to Most Intrusive  Error                                     Loss of                                   Par...
The Yellow ZoneTargeted Team & Wraparound
Academic Systems                                    Behavioral Systems  Tertiary Interventions                            ...
Regular                       Meeting                        Times                     Administrator,         Ongoing     ...
• Staff participation  •   Student Greeters• Teacher participation  •   Verbal and written feedback to students at pre-   ...
• 1 to 2 goals at a time• Realistic expectations     • Plan for success•   Incentives     • Immediate vs. Delayed
Name____________________ Date ____________GOALS:               8:30    9:30     10:30   11:30   12:30    1:301. RESPECT OT...
CICOPlan           Morning           Check-In                 Weekly Targeted                                     Team Mee...
The Red ZoneFunctional Behavioral Assessment –Behavior Intervention Plan
Parents have a Needs driven rather                                                    valued and than service driven      ...
Natural Support Team is a small network of people that arewilling to work together over time to help the child and family ...
•   Look at the identified strengths and needs    in life domain areas•   Develop strategies to address needs•   Set goals...
Start with accomplishments   • Solicit team feedback   • Start on a positive note   • Celebrate successes   • Honor unique...
•   Amber will be able to focus and tell someone she needs help with her work.•   Amber’s grades will improve.            ...
The Red ZoneImplementing High QualityFunctional Behavior Assessmentand Intervention Planning
Academic Systems                                    Behavioral Systems  Tertiary Interventions                            ...
Describes Behavior    Hits, kicks, cries   Relies on Data      When, WhereDetermines Function    Escape/ Avoid            ...
• Escape  Based On Function                        • Obtain                        • Needs to be taught Teaches Replacemen...
FUNCTIONAL BEHAVIOR ASSESSMENTStudent Name:Data Sources:  Observation |  Student Interview | Teacher Interview | Paren...
FBA/BIP Case Manager                   Teacher/School•   Not familiar with daily       •   Teacher may feel    challenges ...
Flexible membership                            Collect &                                               Analyze            ...
•   6 year old male•   Kindergarten•   First school exposure•   Refusing to enter school/walk to class•   Becomes physical...
Setting Event        Antecedent             Target Behavior Consequences   Setting Event       Antecedent            Targe...
Desired             Maintaining                                           Behavior            Consequence                 ...
Mom Agrees on                    the Message   Behavior                                              Principal   Specialis...
Setting Event                Antecedent                    Behavior                  Positive                   Negative  ...
   Universal level teaching of PBIS School-Wide    Expectations across school settings   Teach that his teacher and scho...
Function Served - ESCAPE•Classroom Safe andWelcoming•Competes with safety of beingwith mother.      •Encourages Use of    ...
The Break Box      Ten Stickers = Break                   Earns 10 minutes of                    play at his desk with  ...
Review                     DataResourceInterven-                            Decrease   tion                               ...
Social                                         Success                               Your                              Sch...
 Positive Behavioral Interventions and Supports (PBIS), Cases from the Field
 Positive Behavioral Interventions and Supports (PBIS), Cases from the Field
 Positive Behavioral Interventions and Supports (PBIS), Cases from the Field
 Positive Behavioral Interventions and Supports (PBIS), Cases from the Field
 Positive Behavioral Interventions and Supports (PBIS), Cases from the Field
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Positive Behavioral Interventions and Supports (PBIS), Cases from the Field

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A presentation created for the DESE's 4th Annual Summit on Curriculum, Instruction and Assessment.

The Massachusetts Tiered System of Support (MTSS) - (NON-ACADEMIC) – Cases from the Field with focus on Positive Behavioral Interventions and Supports (PBIS): A Tiered System for Improving School Climate.

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Transcript of " Positive Behavioral Interventions and Supports (PBIS), Cases from the Field "

  1. 1. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS ADDRESSING SOCIAL DEVELOPMENT THROUGH THE MASSACHUSETTS TIERED SUPPORT SYSTEM
  2. 2.  PBIS/PBS/SWPBIS: interchangeable terms Evidence based: identifying what works based upon the best available research and experience (how do we know it works?) Fidelity: accuracy of reproduction, staying true to the model Sustainability: the capacity to endure over time
  3. 3. We cannot “make” studentslearn and we cannot “make” them behave. However……
  4. 4. We can create environments to increasethe likelihood that students will learn and will behave
  5. 5. Environments that support student achievement andappropriate behavior use a core curriculum and are implemented with consistency and with fidelity.
  6. 6. A Continuum Intensive Few of Support for All Targeted SomeUniversal All
  7. 7. ClassroomSetting Systems School-wide Systems
  8. 8. PBIS organizes the Host Environment • How decisions are made, (Data) • How things are done, (Systems) and • How staff interact with students (Practices)to ensure the sustained use of best practices school-wide.
  9. 9. SupportStaff Behavior Support Decision Making PRACTICES Support Student Behavior
  10. 10. DATA SYSTEMS PRACTICESCentral Data System Leadership Team Instructional Lessons/Cool ToolsSystematic Data Entry Evaluation RoutinesEfficient Referral Form Communication SupervisionMultiple Data Sources Coaching and Training ReinforcementIdentification of Policy Development and Continuum of ConsequencesSecondary/Tertiary Funding Instructional Discipline
  11. 11.  How one middle school successfully integrates PBIS with academic interventions to raise achievement levels. PBIS tools that an elementary school uses to provide a consistent, safe and positive school culture. Description of Tier Two and Tier Three Supports for children with more intense behavioral needs.
  12. 12. PBIS is a process for creating safer, more effective schools. The goal is to create a positive school culture by identifying, adapting, and sustaining effective school- wide disciplinary practices.Read to Know, Write to Show
  13. 13. Academic Systems Behavioral Systems Tertiary Interventions Tertiary Interventions •Individual students •Individual students 1-5% 1-5% •Assessment-based •Assessment-based •High Intensity •Intense, durable proceduresSecondary Interventions Secondary Interventions •Some students (at-risk) •Some students (at-risk) •High efficiency •High efficiency •Rapid response •Rapid responsePrimary Interventions Primary Interventions •All students 80-90% 80-90% •All settings, all students •Preventive, proactive •Preventive, proactiveRead to Know, Write to Show
  14. 14. Common Approach PBIS language, Teacher buy-in Clear Set of Expectations STAR expectations Procedures for Teaching Roll-outs, Second Step, Expected Behavior Teach-reteach Procedures for Encouraging Starbucks, PBIS events Expected Behavior Procedures for Discouraging Discipline Problem Behavior hierarchy, Discipline committee On- Going Monitoring and DATA, Staff communication Evaluation Student feedbackRead to Know, Write to Show
  15. 15. Internal Coaches Administration Adjustment Counselor Universal Team Members At WEMS we have a teacher representative from each of the 8 Academys along with Enrichment representationRead to Know, Write to Show
  16. 16. -- Fundraisers -- Adm. buy-in -- Bathroom -- Faculty buy-in passes -- Subway system -- Frequent flyer Identify Sustaining Problems passes -- Roll outs -- Lunch -- Midyear procedures review -- School PBIS Universal motto -- Second Teach Create Step Expectations Team Incentive System -- School store -- STAR bucks Increase -- Quarterly -- PBIS binders Communica- rewards & -- Weekly meetings tion assemblies -- Share out during CPT -- Spree day -- Staff trainingRead to Know, Write to Show
  17. 17. Weekly PBIS Collect and universal analyze data meeting Administration Each universal & faculty member Are Share-out expectations during CPT met? Students practice Teach & Every faculty expected behavior reteach memberRead to Know, Write to Show
  18. 18. MAP testing Show respect Take MCAS responsibility Summer Act appropriately reading Library Ready to learnRead to Know, Write to Show
  19. 19.  Electronics (game boys, mp3 players…) Cell phones Backpacks Handbags Gum Jackets
  20. 20.  Travel using the correct stairwell
  21. 21.  Perfect Attendance Breakfast Honor Roll Awards MCAS, MAP Incentives Ice cream social / Harvest Fest / Bingo / Socials School Store Student / Faculty Basketball, Volleyball and Kickball games Spree Day Team Incentive Events, Award Ceremonies
  22. 22. Read to Know, Write to Show
  23. 23. 200 180 160 140 Habitual 120 Offenders 100 80 60 40 20 0 1 0nly 2 to 5 6 to 10 11 plus Infraction Infractions Infractions Infractions 2005 112 172 84 78 2006 89 140 74 65 2007 97 122 50 64 2008 79 101 46 43 2009 79 70 36 24 2010 69 83 28 25 2011 79 75 37 20Read to Know, Write to Show
  24. 24. 55% 52% 51% 47% 36% 36% 36% 2005 2006 2007 2008 2009 2010 2011Read to Know, Write to Show
  25. 25. in 2005 WEMS was the first Worcester middle school in the district to be declared underperforming. WEMS Percentage Proficient / Advanced 57.0% 58.0% 55.0% 51.0% 47.0% 36.0% 30.5% 25.0% 20.0% 20.5% 17.0% 12.5% 2006 2007 2008 2009 2010 2011 ELA MathRead to Know, Write to Show
  26. 26. WEMS was moved from level 3 to level 2 status in 2011 due to the strength of our Student Growth Percentile numbers. 68 59 61 56.3 56 57 54.5 52 52 48.5 48.5 48 ELA Math ELA Math ELA Math 2009 2010 2011 District WEMSRead to Know, Write to Show
  27. 27. High rates of Universal Every teacher, reactive Language All the time management Low PBIS paved High Focus on Results academic the way for academic Best Practices achievement academic growth Literacy success Inefficient Identify needs Focused & use of & implement Data driven resources proactive changes Negative Safe & healthy Positive school learning school climate environment climateRead to Know, Write to Show
  28. 28. Social Success WEMS Academic AchievementRead to Know, Write to Show
  29. 29. PBIS at Chandler Magnet Elementary School Amy McDonald M.Ed., CAGS mcdonalda@worc.k12.ma.us
  30. 30. School-wide Rules Be Here, Be Ready Be Respectful Be Safe Be on time Stay in your seat Keep your hands and feet to Dress appropriately Raise your hand yourself Have your homework done Try your best Keep chair legs on the floor Classroom Come prepared Use kind words Use materials appropriately Follow directions Line up quickly and quietly Walk quietly Walk in a single file Be ready to leave the area Quietly use kind words when Stay in line Remain facing forward necessary Stay to the right Hallways Follow directions Pass the door carefully Keep hands and feet to yourself Dress for the weather Play fair Play safe Line up when the whistle blows Include others Report any problems Take turns Use materials safely Playground Use appropriate language Obey the whistle and walk to your Watch for others when running or line throwing Stay in a single file line Practice good table manners Wait your turn Eat first (talk later) Trash in receptacles Take small bites Keep your area clean Use quiet voices Stay seated until dismissal Cafeteria Follow directions (1-2-3) Stay in your own space Walk safely Follow directions Enter and exit quietly Stay in your seat Be ready to listen Listen attentively Stay with your teacher Sit quietly Sit appropriately Keep hands and feet to yourself Assembly Keep your feet on the floor Walk Participate appropriately Be quick Flush the toilet Wash your hands with soap and Stay in our own space Place trash in the receptacles water Follow directions Respect other’s privacy Keep water in the sink Bathroom Wait your turn Walk in the hallways Report any problems to an adult
  31. 31. Be Here, Be Ready Be Respectful Be Safe Follow a routine Praise and reward students Actively monitor student behavior Be prepared Establish high, yet attainable Have a continuum for responding expectationsClassroom to behavior Remind students of Hallway Address adults and students with Use designated walking points Expectations respect (i.e. double doors, intersections) Model appropriate behavior Check students and adults without Hallways Praise and reward students and hall pass or visitor’s pass classes Be on time for duty Praise and reward students Supervise and actively monitor Be on time for pick up studentsPlayground Greet students Ensure trash is picked up Supervise and actively monitor Be on time for duty Praise and reward students students Be on time for pick upCafeteria Be on time Be a role model Supervise and actively monitor Remain with your class Praise and reward students studentsAssembly Be ready for dismissal Ensure lockers are shut Actively monitor hallway Praise and reward students Actively monitor classroom Help direct students to their Bus proper dismissal area
  32. 32. Be Here, Be Respectful Be Safe Ready Have own materials and use them Keep in front of, ask to have orTeacher’s Desk use items from teacher’s desk. Be prepared at beginning of class Use your own items; always have Carry and use items safely and with ALL items: notebook, your planner appropriately Materials pencil, book, homework/assignment Have all materials ready Quietly WalkingEnter and Exit Start when bell rings Hands, voices, etc. to self Go straight to seat Stay in seat until dismissed Work on assignments for this or Talk quietly when permitted Stay seated in chairs Free Time other classes Keep chair on floor Ask questions at appropriate Raise hand and wait to be called Stay seated in chairsAsking for Help times Ask specific questions on Keep chairs on floor Work on assigned tasks Raise hand to be helped Stay seated in chairs Quiet Time Have all materials out and ready to go. Talk quietly only if specifically allowed Keep chairs on floor Work on assigned task Raise hand to be helped Stay seated in chairs Seat Work Have all materials out and ready to go. Talk quietly only if specifically allowed Keep chairs on floor Keep allowed water bottles in the Have only allowed items—water Keep closed and to self Drinks classroom half of the room, away from any computers. bottles with screw-on lids. Ask to use fountain in hall Use restroom during appropriate Get permission first Leave and return in an orderly Bathroom times—between classes, lunch, break, etc. Raise hand to ask and direct manner Make-up work in a timely manner Ask for make-up work at Student should arrange for help appropriate timesAdditional Rules with teacher outside of class when necessary.
  33. 33. HALLWAY RULES Line up quickly and quietly BE HERE Be ready to leave the area BE READY Remain facing forward Follow directions Walk quietlyBE RESPECTFUL Quietly use kind words When necessary BE SAFE Walk in a single file Stay in line Stay to the right Pass the door carefully Keep hands and feet to yourself
  34. 34. AREA: HALLWAYTIME ALLOTTED: 15-20 minutesMATERIALS: 1-2 adults – Teaching Poster of Hallway ExpectationsTEACH: A. Overview of the lesson: “Today we are going to talk about how ‘we are ready, respectful and safe in the hallway.” B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”MODEL: A. Demonstrate examples of not following expectations. 1. Ready – Show example of not being ready to leave the area. Talk with students about how else a person might not be following the Ready expectation in the hallway. 2. Respectful - Show example of not walking quietly (i.e., talking, banging lockers, etc). Talk with students about how else a person might not be following the Respectful expectation in the hallway. 3. Safe - Show example of not walking on the right, but on the left. Talk with students about how else a person might not be following the Safe expectation in the hallway.PRACTICE : A. Have all students line up on the right side of the hallway and have them walk down a hallway and back, with the adult monitoring. Follow up with frequent practicing as needed, particularly when students exhibit difficulty meeting expectations.
  35. 35. WHO? = Classroom Teachers, non-instructional adults, administrators, or anyother school staffWHEN? = Students meet school wideexpectationsWHY? = To reinforce positive/appropriatebehaviorTo redeem it for a prize from the prize cartduring their regularly scheduled art class
  36. 36. Quarterly RewardsRecognition for students that have not had a suspension or office discipline referral.Spirit DaysIn an effort to promote spirit, unity, and cohesiveness as well as foster a morepositive environment, the PBIS team has developed Spirit Days. Each month has adesignated themed day.Chandler ChampionsEvery month, each classroom teachers selects a Chandler Champion, or Student ofthe month. The qualities of a Chandler Champion are improved effort, improvedattendance or improved behavior. Chandler Champions will be the school’sambassadors, helping to do odd jobs, run errands and lead the school in The Pledgeof Allegiance and the morning songs for the remainder of the month.
  37. 37. Individual Whole Class Extra computer  Extra recess Lunch with someone special  Make puppets Homework pass  Picnics Read a book in another class  Game time Line leader  Hat day Stickers/prizes  Slipper day Positive phone call or letter home  Baseball day Help in office, custodian, or for another  Pajama day teacher  Extra art time Help a younger student with a learning  Dance task for a specified period of time  Free reading time Work or sit with a friend  Lunch bunch Work at the teacher’s desk  A lesson held outside Allow student to call a parent  Raffle Drawing time  Class store Choose a special seat during  Class wide Bingo game independent work time  Movie and popcorn Play a game with a friend  Make your own sundaes
  38. 38. Classroom Managed Behaviors Office Managed Behaviors Attendance/Tardy  Physical assault/physical intimidation Running  Leaves the classroom Repeated defiance Off-task behavior   Repeated noncompliance Insubordination  Sexual/racial harassment Profanity  Major/repeated theft Gum Chewing  Direct, inappropriate language/gestures Spitting  Overt defiance Homework  Theft Off task/disruptive (+3/day)  Forgery Internet misuse/cyber bullying Non-compliant/defiant (+3/day)   Chronic dress code violations Name calling/minor harassment  Bullying Lying/cheating  Extreme property damage Dress code violation  Gang related activity Out of seat/wandering around the  Possession of weapons, drugs or alcohol classroom  Reference in conversation, writing or pictures to Indirect, inappropriate language/gestures weapons or acts of violence 3 or more classroom violations in one day Inappropriate bathroom behavior 
  39. 39. Least Intrusive to Most Intrusive Error Loss of Parent Referral/ Warning ReflectionCorrection Privilege Contact ODR andReteaching “Scissors are Complete ODR used for completely and cutting paper “John, I asked with as much “Hi Mrs. Smith, I detail, provided “If you continue only, please put you to put the am calling to let to the scissors them away for scissors it meets you know that requirements “You aren’t inappropriately, y the remainder away, please go John had a hard supposed to be ou won’t be of the activity”. to the on matrix. time using class out of your seat allowed to use “reflection materials safely without asking. them”. area” and think today. Please Go back to your about why we touch base with seat and show have this rule him to reinforce me what that and what you the importance of looks like. need to do in following Good! Yes, you order to rejoin expectations”. may go us” sharpen your pencil”.
  40. 40. The Yellow ZoneTargeted Team & Wraparound
  41. 41. Academic Systems Behavioral Systems Tertiary Interventions Tertiary Interventions •Individual students •Individual students 1-5% 1-5% •Assessment-based •Assessment-based •High Intensity •Intense, durable proceduresSecondary Interventions Secondary Interventions •Some students (at-risk) •Some students (at-risk) •High efficiency •High efficiency •Rapid response •Rapid responsePrimary Interventions Primary Interventions •All students 80-90% 80-90% •All settings, all students •Preventive, proactive •Preventive, proactive
  42. 42. Regular Meeting Times Administrator, Ongoing School Support Review of Staff Identify Students & Students Progress Teachers• Weekly • Data meetings • Referrals Develop Inter- • Group ventions • Individual
  43. 43. • Staff participation • Student Greeters• Teacher participation • Verbal and written feedback to students at pre- determined times. • The feedback should be quick, positive, and remind students what they need to work on if the goal was not met
  44. 44. • 1 to 2 goals at a time• Realistic expectations • Plan for success• Incentives • Immediate vs. Delayed
  45. 45. Name____________________ Date ____________GOALS: 8:30 9:30 10:30 11:30 12:30 1:301. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 02. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 03. SOLVE PROBLEMS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 RESPONSIBLYRating Scale Goal _____2 = Great Pts Possible _____1 = Ok Pts Received_____0 = Goal Not Met % of Pts _____ Goal Met? Y N
  46. 46. CICOPlan Morning Check-In Weekly Targeted Team Meeting Class Check out TeacherHomeCheck-In Checks Class Check in Afternoon Check-out EXIT
  47. 47. The Red ZoneFunctional Behavioral Assessment –Behavior Intervention Plan
  48. 48. Parents have a Needs driven rather valued and than service driven respected voice A process for planning, organizing, coordinating, creating and delivering Family & Rooted in interventions & assistance child culture & centered that are matched with thecommunity family and child’s unique needs and strengths Plans include a Based on balance of formal strengths, values & and informal preferences services
  49. 49. Natural Support Team is a small network of people that arewilling to work together over time to help the child and family Pediatrician Natural Team Aunts Teachers members can be Natural resources foundSupport Team Godparents in the communityshould consist Neighbor Child such as;of people who Librariesare important Friends & Clubs to the family Family Coaches Sports Leagues and child Community Uncles Center Church Members Grandparents
  50. 50. • Look at the identified strengths and needs in life domain areas• Develop strategies to address needs• Set goals and expectations for team members• Decide how to measure outcomes
  51. 51. Start with accomplishments • Solicit team feedback • Start on a positive note • Celebrate successes • Honor unique contributions • Keep a strength-based perspective • Maintain team energy
  52. 52. • Amber will be able to focus and tell someone she needs help with her work.• Amber’s grades will improve. • Amber goes to school every day • Amber tries in school Strengths • Amber is good at basketball • Betty is a good cook and enjoys being with kids • Betty is concerned about Amber’s grades • Amber’s grades are keeping her from being on the Concerns basketball team • Amber is not completing her homework • Amber can stay after school for extra help • Amber can write a list of her homework Options • Next door neighbor can help Amber with her homework • Amber will write who her “go to” person is as a “back up” person at school Tasks • Betty will check and sign Amber’s agenda daily • Amber’s teachers will sign her agenda daily
  53. 53. The Red ZoneImplementing High QualityFunctional Behavior Assessmentand Intervention Planning
  54. 54. Academic Systems Behavioral Systems Tertiary Interventions Tertiary Interventions •Individual students •Individual students 1-5% 1-5% •Assessment-based •Assessment-based •High Intensity •Intense, durable proceduresSecondary Interventions Secondary Interventions •Some students (at-risk) •Some students (at-risk) •High efficiency •High efficiency •Rapid response •Rapid responsePrimary Interventions Primary Interventions •All students 80-90% 80-90% •All settings, all students •Preventive, proactive •Preventive, proactive
  55. 55. Describes Behavior Hits, kicks, cries Relies on Data When, WhereDetermines Function Escape/ Avoid ObtainGenerates a Working Hypothesis
  56. 56. • Escape Based On Function • Obtain • Needs to be taught Teaches Replacement Behavior • Fulfills function of target behavior • Positive Consequences Shapes behavior • Negative Consequences Assigns Responsibility • Administration • Support StaffAnd Allocates Resources • Teacher
  57. 57. FUNCTIONAL BEHAVIOR ASSESSMENTStudent Name:Data Sources:  Observation |  Student Interview | Teacher Interview | Parent Interview | Rating Scales | Normative Testing | Record Review | Supplemental Sources (list): TLC Report____________________________________________________________________________________________________________________________________________________________Description of Student:____________________________________________________________________________________________________________________________________________________________Description of Behavior (No.__):____________________________________________________________________________________________________________________________________________________________Setting(s) in which behavior occurs:____________________________________________________________________________________________________________________________________________________________Frequency (Times per hour / day / week / month ):____________________________________________________________________________________________________________________________________________________________Intensity (Consequences of problem behavior on student, peers, instructional environment):_________________________________________________________________________________________________________________________________________________________________Duration (How long does the behavior last?):____________________________________________________________________________________________________________________________________________________________Describe Previous Interventions: _________________________________________________________________________________________________________________________________________________________Educational impact:
  58. 58. FBA/BIP Case Manager Teacher/School• Not familiar with daily • Teacher may feel challenges of school burdened• Itinerant -Hard to build • No “go-to” person when relationships there is an issue• Can’t lead enduring • May not align with system of support resources of school/class• Not all staff assigned this • Hypothesis is off due to role are behaviorists missed information• Fidelity hard to monitor
  59. 59. Flexible membership Collect & Analyze Data Modify & Fidelity Refine ID Function Hypothesis of Behavior & PlanBetter Buy-In Teacher, School Aligns w/ Counselor, Psyc hologist, Intern Resources Monitor & , Parent & Develop Analyze Administrator Working Results Hypothesis Implement Plan based Collect Data on Function Comprehensive ViewTransfer of skill of Behavior
  60. 60. • 6 year old male• Kindergarten• First school exposure• Refusing to enter school/walk to class• Becomes physically aggressive towards staff and tries to run away• Aggression escalates and parent is contacted to pick up student• “Does well” if he is able to get to class with some physical intrusiveness noted
  61. 61. Setting Event Antecedent Target Behavior Consequences Setting Event Antecedent Target Behavior Consequences•No Health Issues •Student resists •Student clings to •Student sent home •No Health Issues Mother at home •Student resists •Student mother attempts •Student sent early on 8 •Late School•No priorSept. Mother at home to run after his home early on 8 occasionsExposure from transfer getting ready. • Mother attempts mother, even •Walks slowly or occasions Magnet School to•Mother attempts drop student at stops she has left. after •Mother opted to •Mother opted to dueSeparation•Hx of to absences school student to drop •He cries. take him home on 6 take him home •NoAnxietyprior School off at school •Hits, kicks, and •Student attempts with her following occasions Exposure •Staff approach •Staff approach toto to run. staff. spits at refusal behavior •History of assist mother assist mother •Will run and try on 6 occasions •Stays in admin Separation •Separates most to open doors to •Hits, kicks, and •Stays in admin offices with adults Anxiety easily from father escape building if spits at staff offices with adults waiting for mom possible. waiting for mom. •Tries to escape •When student has •When student has building made ititto class, He made to class, He has engaged in has engaged in • Daily, 5-90 mins activities. activities
  62. 62. Desired Maintaining Behavior Consequence Separates from mother School feels safe Joins class line Verbal Praise Enters building Teacher Relationship AntecedentSetting Event Mother attempts Target Behavior Maintaining No prior school to drop Sep Clings to mother Consequence experience off at school Function Attempts to run Mother decides not after mother to leave him History of Staff approachSeparation Anxiety To escape to assist with Hits, kicks, spits Mother is called walking student emotional pain at staff to pick him up into school Tries to escape Spends time in SAC office while waiting Alternative Behavior Student separates from mother with verbal support and positive incentives Sticker Badge Walk of Pride Break Box
  63. 63. Mom Agrees on the Message Behavior Principal Specialist Reassignssuggests Sticker Morning Duties Badge BST- Brainstorm Intervention =Function Teacher Psychologistsuggests Break Accepts Referral Box for Lunch Bunch SAC makes counseling referral
  64. 64. Setting Event Antecedent Behavior Positive Negative Strategies Strategies Teaching Consequence Consequence Strategies Strategies Strategies•Acculturate student •“We can fix this!” Teach school-wide Fabulous Sticker Badge Minimize attention•Novel/stimulating Educate staff, student and expectations utilizing Planenvironment parent re: separation the PBIS Matrix Novel or engaging• Stick to Routine anxiety •Verbal Praise experiences at a minimum• Post and teach PBIS Label positiveSchool-wide Expectations •Mother gives clear behavior. “You have •Sticker Badge Conference with mother message kept your hands and feet to yourself. Good job!”•Nurture relationship •Walk of Pride If student is sent home,with student. •Mother says a brief Mom will keep enjoyable goodbye Teach use of “Safe activities to a minimum•Interest student in what Place” •Break Boxclass and teacher have to .offer •Administration provides support in am Kindergarten Lunch Classroom Safe and Bunch Welcoming •Rehearse with student Calming Oneself Down Sharing Positive conference with Taking Turns mom •Give student reason to get to class Joining In Personal Space Home Incentives •“Safe Place” in class •Referral for Outpatient Counseling
  65. 65.  Universal level teaching of PBIS School-Wide Expectations across school settings Teach that his teacher and school is a safe place  Develop Relationship  Stimulating Environment Describe and Label positive and desired behaviors as they occur Lunch Bunch - social skills training in calming down, personal space, sharing, joining in, listening, following directions and taking turns Community Based Counseling Referral
  66. 66. Function Served - ESCAPE•Classroom Safe andWelcoming•Competes with safety of beingwith mother. •Encourages Use of Replacement Behavior •Builds Positive Relationship With TeacherReinforcement Schedule forPBIS expectation - “Be Safe”• AM Transition - One stickerper threshold (7)• In class - One sticker everyten minutes• Differentially reinforcedduring “trigger times” – Onesticker.10 Stickers = Break Box
  67. 67. The Break Box  Ten Stickers = Break  Earns 10 minutes of play at his desk with the Break Box  Size of shoebox  Four items of choice  Reload every Friday
  68. 68. Review DataResourceInterven- Decrease tion from Phase Behavior Baseline? Support Team Follow Up Revise and Days Modify 1,3,5… Plan
  69. 69. Social Success Your School’s Name Academic AchievementRead to Know, Write to Show
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