Erica Winn, MBA/BCBA Program Specialist EGUSD. PBIS Continuum 80% of Students 15% 5% Universal...

Erica Winn, MBA/BCBAProgram Specialist

EGUSD

PBIS Continuum PBIS Continuum

80% of Students

15%

5%

Universal Interventions – proactive strategies

supporting all students

Intensive Interventions -individualized strategies supporting students with

high risk behaviors

Targeted Interventions –specialized strategies

supporting students with at risk behaviors

Purpose of FBA/BIP To better understand the function of a student’s behavior in a

school/classroom environment.

Find environmental/situational factors that create and maintain problem behavior.

All behavior serves a function or purpose in an environment, setting, or situation.

Establish systemic interventions to change how a student interacts with the environment and replace problem behavior with pro-social behavior

The FBA & BIP should be viewed as a single, continuous process.

The FBA/BIP report is a “living document” which is not fixed and can be changed.

Intervention should address the function of problem behavior.

Limitations to FBA/BIPPoor collaboration and follow through from site

teams

Poor collaboration and follow through from home

Severe mental illness that is untreated or mistreated

The Human Factor

Involve Family and Student

ASSESSMENT INTERVENTION

“Tell me and I forget. Teach me and I remember. Involve me and I learn” – Ben Franklin

FBA/BIP Flow ChartIdentify Target Behaviors

Collect Baseline Data

Determine Antecedents and Consequences

Determine Function of Behavior

Develop Hypothesis

Develop and Implement Behavioral Interventions

Monitor Progress

Data is Everything Establish base-line

Identify behavioral patternsTime ŸDurationFrequency Ÿ IntensityDescriptive Analysis (A-B-C)

Consider effect of specific settings or contexts on behavior

Evaluate student growth

Where should we collect data?

Data should be collected in as many settings and contexts as possible.

Data collection is also important in areas where behaviors are NOT occurring to determine potential preventative strategies.

When should we collect data?

Time of day or schedule is sometimes very important in determining student behavior patterns.

Behavior may be affected by fatigue, medication cycle, hunger, family stressors, etc.

Narrow down times to collect data by determining when the behavior is most likely to occur.

Behavior Intervention Plan (BIP)FBA and BIP should be viewed as a unit

FBA data assists the development and evaluation of the BIP. They should be viewed as a single, continuous process rather than separate systems.

Interventions should address the various factors that affect a student

And Now What?

Organize

Organize

a

ndand

Summarize

Summarize Analyze

Analyze

InterventionIntervention andand

EvaluationEvaluation

Guidelines for Behavior Support Plan (BSP) Development

Setting Events Strategies

Neutralize or eliminate the effect of setting

events

Antecedents Strategies

Prevent the problem behavior from occurring

Behavior Teaching Strategies

Teach alternative (based on function) and desired

behaviors

Consequences Strategies

Increase alternative and desired behaviors AND

decrease problem behaviors

Proactive (PBIS) InterventionsAttention Seeking

Antecedent Intervention

(PREVENTION)Give attention early for positive behaviors

Check-in – provide adult attention immediately upon student arrivalGive student leadership responsibility or a class ‘job’ that

requires the student to interact w/ staffPlace student in desk where he/she is easily accessible for

frequent staff attentionGive student frequent intermittent attention for positive or

neutral behaviorPre-Correct - Frequently & deliberately remind student to raise

their hand and wait patiently if they want your attention

Proactive (PBIS) InterventionsAvoidance

Antecedent Intervention

(PREVENTION)Modify task or provide support

Modify assignments to meet student skill level (timelines, graphic organizers, chunking, etc.)

Assign student to work with a peer Provide additional instruction/support Provide visual prompt to cue steps for tasks student struggles with Provide additional support focused on instructional skills (Homework

Club, study hall, etc.) Pre-Teaching content Pre-Correct - Frequently & deliberately remind student to ask for help


Behavior Intervention

(TEACH)What should student do to meet their needs?

Teach student more appropriate ways to ask for adult attention Identify and teach specific examples of ways to ask for attention

Raise hand and wait patiently for teacher to call on you May need to differentiate (large group, small group, work time, etc.)

Social Skills TrainingLunch BunchSocial Stories



(TEACH)Desired Behaviors

Provide academic instruction/support to address student skill deficits More focused instruction in class Additional instructional group Special Education support for academic deficit Additional support and practice at home Additional assessment to identify specific skill deficits



(TEACH)Replacement Behaviors

More appropriate ways to ask for help from teacher or peersProvide additional instruction on skill deficits Identify and teach specific examples of ways to ask for help

Raise hand and wait patiently for teacher to call on you Break card likely need to differentiate (large / small group, work time, etc.)


Consequence Intervention

(RESPONSE)Intervention occurs after positive or negative behavior

Respond quickly if student asks appropriate for adult attention Give the student frequent adult attention for positive behavior Student earns ‘lunch w/ teacher’ when student earns points Eliminate/minimize amount of attention for problem behavior Limit verbal interaction – create a signal to prompt the student to stop Avoid power struggles



(RESPONSE)Intervention occurs after positive or negative behavior

Respond quickly if student asks appropriate for help or a break Reward student for on task, trying hard, work completion Eliminate/minimize the amount of missed instructional time / work for

engaging in problem behavior Need to make sure student is capable of doing work or provide support



(RESPONSE)Sometimes students need additional encouragement to engage in the desired behavior…Additional incentives to encourage student positive behavior:

Free homework passes Reduced numbers of problemsExtra credit points

Moving Forward

Erica Winn, MBA/BCBA Program Specialist EGUSD. PBIS Continuum 80% of Students 15% 5% Universal...

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