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Inclusion Activity
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Give One to Get One
• On an index card, note the following:– Name– Role in your school– Hopes and expectations for today and
secondary practices
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Give One to Get One
• Find a partner you don’t know, introduce each other, and share information from your card.
• Trade cards.• Locate a new partner and share the
information from your 1st partner.• Trade cards.• Find one more partner and share
information from your 2nd partner.
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Outcomes
• Become familiar with secondary systems and practices
• Create Check In/Check Out for your school
• Learn basics of brief FBA
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Agenda
• Opening Activities
• Secondary systems/practices overview
• Creation of CI/CO
• CI/CO Data Tool
• Brief FBA
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Working Agreements
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Parking Lot
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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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
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1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student SuccessPositive Behavior Support
Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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Check In/Check Out
• For teachers, staff
• Daily positive adult contact
• Daily report card - Increased attention to behavioral goals
• Home-School partnership
• For all school settings
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Check In/Check Out (BEP): Who Qualifies
• More than a minimum number of referrals
• Across several different settings
• Not dangerous to self/others
• Adult attention is reinforcing
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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Social Skills/Academic Instructional Groups
• Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills** (Academic Content skills)
• These are often the skill groups facilitated by social workers and psychologists.
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Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Check-in/ Check-out
Individualized Check-In/Check-Out,
Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Wraparound
.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway
Social/Academic Instructional Groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised Aug.,2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tio
nAssessm
en
t
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Functional Behavior Pathways
Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
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What is function-based support?
• Defines the maintaining consequences of the problem behavior
• Defines the triggers that set off problem behaviors
• Replaces problem behaviors with positive alternative behaviors
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3-Tiered System of Support
Necessary Conversations (Teams)
CICO
SAIG Complex
FBA/BIP
Universal
Support
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIPBrief
FBA/BIP
Universal
Team
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
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Teaming at Tier 2Secondary Systems Planning ‘conversation’
– Monitors effectiveness of CICO, S/AIG, and Brief FBA/BIP supports
– Review data in aggregate to make decisions on improvements to the interventions themselves
– Students are NOT discussed
Problem Solving Team (‘conversation’)– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited
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Team TimeSecondary Conversations
• When are secondary systems conversations going to occur at your building?
• Who will be included in those conversations?
• When are secondary problem-solving conversations happening at your school?
• Who is included in those conversations?
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Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
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Using Your Data
• Looking at your behavioral data broken down by student.
– What group of students qualify for secondary interventions?
– What percentage of your population is this?
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Establishing Check In/Check Out
at Your School (CICO)
Video BEP
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Check in
• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Acknowledgement for completing
requirements• Prompt to have a good day
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Check Out
• Move quickly
• Recognize student for choosing to come to check out
• Collect a copy of the DPR
• Acknowledge if daily goal has been met
• Prompt for a good day tomorrow
• Send DPR home for signature
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Check In/Check Out Coordinator
*”SOMEONE THE STUDENTS ENJOY AND TRUST”*
• Enthusiastic
• Lead check-in and check-out
• Enter data daily
• Create graphs for meetings
• Maintain records
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Team Time
• Who will be your CI/CO coordinator?– More than one person needed?
• Where will CI/CO take place?– Central location?– Go to students? (esp. younger)
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Teacher’s RoleGreet/Prompt student(s) at beginning of each class/activity
Reinforce/Prompt student during class
Rate DPR at end of each class/activity
Review DPR ratings with student at end of each class/activity
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Role Play
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Student Acknowledgement
• PRAISE, PRAISE, PRAISE
• Positive adult contact
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Student acknowledgement – Tying into the School Wide System
• SW dollars, mini-store at checkpoint– Accelerated value/redemption?
• “Fast Pass” for School Market, lunch line
• Wall of stars – prominent placement
• Morning video (or booster training) guest star
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Team Time
Develop an acknowledgement system for students on CI/CO
Will it be tied to SW system?
What? When? Who?
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Daily Progress Report ( DPR )
• At least 2 copies• Portable• Group vs. Individualized goals
– age appropriate, start with “rule”
• Reflect all areas of school• Reflect all activities/time periods• Clear, concise, understandable for
students, families and staff
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Adapted from Crone, Horner & Hawken (2004)
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
HR 1st 2nd 3rd 4th L 5th 6th
BE RESPECTFUL
BE RESPONSIBLE
BE ON TIME
Parent Signature(s) and Comments: _______________________________________________
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Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments:
Parent Signature(s) and Comments:
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Establishing goals
• 80% of total points possible– May be adjusted for some students
• Better to do this before CI/CO starts, rather than after the CI/CO has started and the student has experienced failure
– During introductory meeting (or after any changes), let students know what their target point total should be
• Check for understanding
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Graduating from the Program
• 80% or better for at least 4 weeks, on a daily basis
• Consult with teacher(s), team• Meet with student to introduce graduation
process– Show data– Explain how to use rating card/how to judge own
behavior– CELEBRATE!
• Talk with parent about graduation, how they can continue to support their child
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Team Time
• Data Rules – Who enters CI/CO– What is daily percentage goal– When do students graduate
• Tracking Tool– Enter data rules on Tracking Tool
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Data Tracking Tool
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Team Time
• Creating CI/CO Daily Progress Report– Tie into SW expectations– How is the day broken up?– What is your point scale?– Who will complete the sheet if not completed
today? And by when?
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Getting the Word Out
• Avoid stigmatizing students
• Make participation appealing
• Allow for opting out
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Staff Training• Explain CI/CO mission, culture, process, forms
– Candidates for program• Program capacity, prioritizing, time to placement
– Rating students’ behavior (Completing the DPR)• Giving effective feedback during and after class• Graduating from the program
Training for Coordinators
Training for full staff (ex: staff meeting)
Booster sessions– Opportunities to practice, review forms
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Parent Introduction
• Positive
• Collaborative
• Brief
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Student Introduction
• CI/CO as an opportunity
• Earn more acknowledgements
• Earn respect of peers
• Emphasize positive culture of CI/CO
• Publicize CI/CO achievements (with permission)
• Incorporate into school’s culture
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Work Time
• Training for coordinator
• Training for staff
• Introduction/invitation to parents
– Who?– When?– Where? – How?
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Secondary Interventions
Function based behavior support
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Positive Behavior Interventions & SupportsA Response to Intervention (RtI) Model
Universal School-Wide Assessment
School-Wide Prevention Systems
Secondary
Tertiary
SWIS & other
School-wide data
BEP & group
Intervention data
SIMEO tools: HSC-T, RD-T
Small Group Interventions
In
terv
entio
nAssessment
Revised August, 2007 IL-PBISAdapted from T. Scott, 2004
Functional assessment tools/Observations/scatter plots etc.
Group interventions withAn individualized focus
Simple FBA/BIP
Multiple-domain FBA/BIP
Wraparound
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Guiding Principals
• Human Behavior is important, understandable, and predictable
• Human Behavior is malleable or changeable• Human behavior occurs within an environmental
context, not a vacuum• Human behavior is learned, and can be
taught/affected by manipulating aspect of the environmental context
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Context for Positive Behavior Support
• A redesign of the environment, not the redesign of individuals
• Plan describes what we will do differently
• Plan is based on identification of the behavioral function of problem behaviors
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What is function-based support?
• Defines the maintaining consequences of the problem behavior
• Defines the triggers that set off problem behaviors
• Replaces problem behaviors with positive alternative behaviors
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Functional Behavior Pathways
Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
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Fu
nctio
n o
f Beh
avior
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Functional Behavior Pathways Russell
SettingIssues at
home
Independ. work time
ProblemDisruptive
noises
AntecedentNo teacher attention
ConsequenceTeacher attention
ReplacementBehavior
Raise Hand
FunctionAccess teacher
attention
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case example
Choose one student familiar to all in the group
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Problem behavior
• What is the behavior of concern– Describe in measurable, concrete ,observable
language – what you see, what you hear– How often, how long, how severe ( frequency,
intensity, duration)
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Triggering antecedents (fast triggers)
• What happens before the behavior occurs? Immediate precipitating variables…– People, places, environment (sensory
stimulation: auditory, visual, kinesthetic, olfactory), expectations, communications, demands, requests
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Setting events/slow triggers
• Conditions under which the problem behavior is more likely to occur– Environmental, factors that are internal to the
child ( mental health, medication), basic needs (safety , food, sleep), psychological needs (belonging, emotional safety), trauma related
– Does the behavior occur in a particular place, with particular peer groups/adults, structured vrs unstructured settings/activities
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Maintaining consequences
• What happens immediately following the behavior?
– Adult imposed consequences– Natural, non-intended
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Replacement Behavior
• Must maintain the same function for the student with the same accuracy and efficiency as the problem behavior
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Function
• What do they get?– Social attention– Objects/access to activities– Sensory stimulation
• What do they avoid?– Aversive task/activity– Aversive social contact– Aversive sensory stimulation
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Setting
Events
Problem
Behavior
Triggering
Antecedent
Maintaining
Consequence
ReplacementBehavior
Function
Settingevents
Triggeringevents
Behavior teaching
Consequencemodification
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Wrap Up
Action Plan Completion
• Review action plan
• Additions?
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