Module 5: Tier 3 UNDERSTANDING AND RESPONDING...

Professional Learning Series 2010

Module 5: Understanding and Responding to Challenging Behavior

Tier 3 - Individualized Intervention and Support

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Module 5: Tier 3

UNDERSTANDING AND RESPONDING TO CHALLENGING BEHAVIOUR

INDIVIDUAL INTERVENTION AND SUPPORT




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TABLE OF CONTENTS TABLE OF CONTENTS ............................................................................................................2

INTRODUCTION ......................................................................................................................3

TIER 3 - INDIVIDUAL INTERVENTION AND SUPPORT......................................................3

MODULE 5 : TIER 3 OUTCOMES............................................................................................4

1. POSITIVE BEHAVIOUR SUPPORTS...................................................................................5

2. INDIVIDUAL INTERVENTION SUPPORT..........................................................................7

2.1 TIER 3 Characteristics.......................................................................................................9

2.2 Discussion Forum Reflection...........................................................................................10

2.3 Some Examples of TIER 3 Interventions .........................................................................11


3. PLANNING TIER 3 INTERVENTIONS..............................................................................13

3.1 Gathering Information on the Student by Completing a “RIOT” ......................................13

3.2 DATA-BASED Decision-making....................................................................................14


3.4 Behaviour Support Plan (BSP).........................................................................................15

3.5 Intensive Skill Development ............................................................................................17

3.6 Individual Education Plan (IEP) ......................................................................................18

4. PLANNING FOR BEHAVIOURAL EMERGENCIES.........................................................20

4.1 Behavioural Emergency Plans: ........................................................................................20

4.2 Safety Plans.....................................................................................................................21

5. TIER 3 SUPPORTS FOR SCHOOL STAFFS.......................................................................24

5.1 Training for Staff:............................................................................................................24

5.2 Planning Support: ............................................................................................................25

5.3 Collaborating with Outside Agencies and Services ..........................................................25

5.4 Discussion Forum Questions ...........................................................................................27

6. ASSIGNMENT.....................................................................................................................28

RESOURCES FOR MODULE 5...............................................................................................29

DOCUMENTS AND FORMS for Tier 3...................................................................................29

WEBSITES for Tiers 1, 2, and 3 ...............................................................................................30

BOOKS for Tiers 1, 2, and 3 .....................................................................................................31




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INTRODUCTION

The Behaviour Module is divided into three sections. It follows a three-tiered model of

intervention supports for teachers to respond appropriately to different levels of challenging

behaviour magnitude and intensity. Each section of this module represents One TIER of

Behavioural needs and interventions.

TIER 3 - INDIVIDUAL INTERVENTION AND SUPPORT




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MODULE 5 : TIER 3 OUTCOMES *Highlighted outcomes are those that will be addressed specifically in this Module section. Participants will:

Develop an understanding of the 3 Tiered System of School-Wide Behavioural Support

Tier 1- School -Wide Supports Tier 2 - Targeted Supports Tier 3 - Individualized Supports

Understand Positive Behaviour planning for groups and individual students which include: Social Skills Training

Behavioural Support and Training Academic Support

Examine how and why we use data to discover the Purpose and Patterns of Behaviour

Including the use of ABC, FBA, Data Collection Charts

Complete a Functional Behavioural Assessment (FBA)

Develop a Behaviour Support Plan (BSP) for a Tier 3 student

Recognize the importance of students’ social understanding and how to address skill deficits Understand the purpose of a Behavioural Emergency Plan

Understand the purpose of a Safety Plan

Identify community agencies, services and provincial programs that support school planning




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1. POSITIVE BEHAVIOUR SUPPORTS The majority of students in schools successfully follow the rules set. Although even these students occasionally cause disruptions, they are well-adapted to the routines of their learning environment and generally manage to work through their days in socially appropriate ways. It is the students who struggle to fit in, who are overly disruptive, and who display significant problems with meeting behaviour expectations that cause so much concern to teachers. How do we create a support system that helps us meet the range of behaviour needs encountered? The two diagrams below show the Positive Behaviour Support model, the first from a PBS (George Sugai, www.pbis.org) perspective, and the second showing our BC illustration of the same structure. PBS model…

A BC perspective…

Individualized Intensive

Targeted Universal, School-wide

Following this model, we will explore some of the research and practical applications that helps to guide school and teacher responses to challenging behaviour. Section one of Module 5 focused on Tier 1 – School-wide Supports and Section two focused on Tier 2 – Targeted Supports. This section will focus on Tier 3 – Individualized Supports.




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The following list reviews some key principles of behaviour planning (Diana Wright Browning, www.pent.ca.gov) that were introduced in Section 1. Within a positive supports structure, these principles can help guide staff thinking about challenging behaviours and their response actions:

• Behaviour serves a function • Behaviour is related to the environment in which it occurs • Behaviour plans should address

o A replacement behaviour that allows function to be met in an acceptable way

o Environmental changes to remove the need to use a problem behaviour • New behaviour must be taught and reinforced • Reactive strategies should be specified for staff to use if the behaviour occurs again • Communication and teaming between stakeholders should be on-going; from plan

development through plan implementation and review The use of positive behaviour supports for students with special needs has become increasingly popular. Those students who don’t have adequate language skills to communicate their thoughts, feelings or needs must use other means of expression. PBS emphasizes making changes to the conditions that impact their behaviour, instead of trying to change or “fix” the students themselves. Our task, then, is to determine the purpose that inappropriate behaviour serves for students and to design instructional plans that support the use of more positive, acceptable ways to behave.

Caution: Do not expect to change years of acquired behaviours overnight!




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2. INDIVIDUAL INTERVENTION SUPPORT Even with a proactive school behaviour system that offers a range of preventative strategies and early intervention programs, there are a small number of students who display extremely disruptive and sometimes dangerous behaviour. They can take up significant amounts of the time, energy and resources available in a school, which can be frustrating for staff members when these efforts don’t get the desired results. This makes it very important for school staffs to work collaboratively, using research-validated practices, so that the process is both manageable and effective. It also highlights the importance of recognizing and celebrating small successes!

For that small group of students at the top of the PBS intervention pyramid, a carefully designed response system is important. Individualized plans must be integrated into the continuum of school-wide behaviour support for consistency with general expectations. Although these students will have access to the range of supports available to all students, they require more intensive interventions that include a formal BEHAVIOUR SUPPORT PLAN.

INDIVIDUAL 3 - 5 %




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‘The goal of INDIVIDUALIZED INTERVENTIONS is the reduction of the complications, intensity and severity of the student’s current challenges.’

It is a challenging task for teachers to create individual, intensive, specialized behaviour plans. Without this form of support, however, students with severe emotional or behavioural problems will have great difficulty building positive social relationships or meeting their academic potential. Their behaviour is also likely to continue to disrupt the classroom environment and put a strain on the ability of the teachers to focus attention on instruction and student learning. Developing a better understanding of these students will help in the design of appropriate intervention plans, and we will explore ways to do this. Getting to know their strengths and needs and to recognize the influences in their lives that set up the conditions for their behaviour can pinpoint where to focus intervention efforts. Considering changes to factors such as the environment, curriculum, instructional strategies and teacher responses to behaviour for a particular student can also result in the development of supports that are effective and beneficial to many students beyond the individual student of concern.




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2.1 TIER 3 Characteristics

What is the difference between Tier 2 and Tier 3 supports?

TIER 2 & 3 CRITICAL CONCEPTS

Targeted vs. Intensive Skill Development

Group vs. Individual

Short Term vs. Long Term

Weekly vs. Daily Progress Monitoring

What happens at Tier 3?

Individualized supports are provided for students who Fail to respond to Tier 2 supports and interventions

Engage in dangerous or extremely disruptive behaviour. Some of these students may also have a diagnosis of a psychiatric or neurological condition such as

Fetal Alcohol Syndrome, Autism Spectrum Disorder, Tourettes, Obsessive Compulsive Disorder, ADHD, Anxiety Disorders

Students are identified for Tier 3 Individual Interventions by

School Based Team Referrals Office Referrals

School District Referrals and Recommendations School District Designations such as Intensive Behaviour Intervention (IBI)

Key Features of Tier 3 Individual Interventions:

Consistent with School Wide Expectations Data on student progress is used for decision making Students have individualized skill development programs with adult support

Intended to be a long term intervention, often lasting a year or more




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2.2 Discussion Forum Reflection Think about the students in your school… Making positive connections with students is key to everything else teachers can do in relation to behaviour support. This holds just as true for students at Tier 3 as for the rest of the student population, and in most cases even more so. Teachers need to get to know their students as people, recognize their different needs, and acknowledge their strengths or accomplishments. They need to show students that they care about them, that they believe in their potential to be successful and that they will not give up on them. This concept relates to the importance of relationships, which is increasingly seen as the basis for building a sense of community and appropriate classroom behaviour. For many of our Tier 3 students, their experiential backgrounds or home life offer few positive relationship opportunities. Positive teacher attitudes, preventative discipline measures that focus on structuring the environment for success, intensive skill instruction and respectful behaviour reduction strategies can help to make healthy social development a priority.

1. Do you have students that you consider to be receiving Tier 3 services at your school?

2. What are some common challenges / needs that these students have?

3. Are these students ‘designated’ … in either low incidence or behaviour categories?

4. Who case manages these Tier 3 students?

5. Do these students have IEPs with specific behaviour goals or Behaviour Support Plans?




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2.3 Some Examples of TIER 3 Interventions

FUNCTIONAL BEHAVIOURAL ASSESSMENTS (FBA)

IEP WITH BEHAVIOUR OBJECTIVES OR INDIVIDUALIZED BEHAVIOUR PLAN

INTENSIVE SKILL DEVELOPMENT

DAILY PROGRESS MONITORING

TRAINING FOR STAFF

BEHAVIOURAL EMERGENCY PLAN / SAFETY PLANS

COMMUNITY SUPPORTS / COLLABORATION

ICM / WRAPAROUND / CARE TEAMS

LONG TERM SUPPORT

INDIVIDUALIZED PROGRAM WITH ADULT SUPPORT

UNIVERSAL ACCESS & DIFFERENTIATED INSTRUCTION

ALTERNATIVE PLACEMENT / PROGRAM




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2.4 Discussion Forum Reflection

Please post your responses online.

Reflect on SERVICES AND SUPPORTS for students at your school who are at Tier 3. 1. How does your school staff analyze a student’s behaviour of concern? Do you complete FBAs (Functional Behavioural Assessments) to determine the function or purpose of the identified student’s behaviour? 2. What INTENSIVE SKILL DEVELOPMENT is incorporated in the student’s program - for example, learning how to communicate emotions, how to ask for help, how to manage emotions, how to ask to join in a game, etc? 3. Is there PROGRESS MONITORING of skills and behaviours? Is it daily, weekly or …? 4. What TRAINING FOR STAFF is available? (for example, Non-violent Crisis Intervention or Autism Workshops or…) 5. Do some students have BEHAVIOURAL EMERGENCY PLANS? (for example, bolting behaviours) How are they developed? 6. Do the any of the students have SAFETY PLANS - which have a focus on staff safety? 7. How is PARENT INVOLVEMENT with these students emphasized? What about COMMUNITY INVOLVEMENT / COLLABORATION for these students? 8. Do any of the students have Integrated Case Management (ICM), WRAP-AROUND or CARE TEAMS? If so, who is involved?




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3. PLANNING TIER 3 INTERVENTIONS Students at Tier 3 have often already received services through a School-Based Team referral and action plan at Tier 2. When the student continues to display persistent, ongoing and significant behaviour problems, in spite of short term targeted support, the team reconvenes to begin the process of developing individualized plans. A comprehensive review of past interventions and progress data is needed. As at Tier 2, the RIOT process is used to gather additional assessment information and help the team determine how to proceed. The team’s task here is to make informed decisions, based on the data. 3.1 Gathering Information on the Student by Completing a “RIOT” Information gathered for the team about the student will include a number of assessment tools specific to the behaviour of concern. Using the RIOT process, multiple sources of information create a student profile to pinpoint particular areas of strength or needs. A RIOT Summary Form is included in the resources for this module. The data gathered will be used as the basis of a Functional Behaviour Assessment and subsequent Behaviour Support Plan.

RIOT

READ STUDENT’S FILE

INTERVIEW STUDENT, KEY STAFF, FAMILY

OBSERVE STUDENT IN VARIOUS ENVIRONMENTS

TEST / ASSESS STUDENT’S ACADEMIC SKILLS, BEHAVIOUR CHALLENGES…




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3.2 DATA-BASED Decision-making What is behaviour data? Behaviour data is the product of observing, measuring and recording behaviour events. What is behaviour data used for? Behaviour data can serve many functions. It can be used to establish a baseline of the target behaviours we want to increase or decrease. It gives us objective information on when and where behaviours are most likely to occur, as well as how often, how long, how much, how intense, with whom and as a result of what. Behaviour data allows for pre and post intervention comparisons to determine progress. The analysis of data tells us whether our interventions are effective and guides our decisions on making changes to a program, including whether or not to continue with an intervention.

Behaviour DATA collection tools:

• Office discipline records • Behaviour recording checklists • Direct Observation • Rating scales

A Functional Behaviour Assessment (FBA) is used to analyze the data collected and attempt to figure out the purpose of the behaviour (Why would someone use a behaviour if it didn't have a purpose - such as to meet a particular need, bring a reward or avoid something undesirable?) Once we think we know the reason, we can begin to design appropriate interventions. To determine the "why" of a behaviour we can use the A, B, C model for observation:

• Antecedent (the stimulus or event that causes or "triggers" the behaviour) • Behaviour (the student's specific behaviour of concern that follows the antecedent) • Consequence (what happens as a result of the behaviour).

Samples of data collection tools, including observation and ABC charts and FBA forms are provided in the Resources section.




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3.3 Discussion Forum Reflection

When dealing with student misbehaviour, the challenge is to

1. Figure out what is prompting or maintaining the use of the behaviour,

2. Consider what changes to the environment are needed so that the undesired behaviour no longer receives reinforcement or a “reward”

3.4 Behaviour Support Plan (BSP) The BSP is a formal plan of action, based on the assessment information gathered through the RIOT and FBA. It includes a Behavioural Goal to capture what we expect of the student, corresponding intervention strategies to help the student meet the goal, and a process to monitor the student’s response to the selected interventions. Once the team has decided the probable function of the behaviour, an important intervention component of the BSP is to determine environmental changes that will remove the need for a student to use the problem behaviour. A Replacement Behaviour that is more socially acceptable than the problem behaviour, yet allows the student to meet the same purpose as the problem behaviour, is chosen. Then, specific skills to be taught that will support the replacement behaviour are identified, as well as appropriate reinforcers to improve the likelihood of their use.

1. Do you currently have data collection forms that give you good information for making Behaviour Plan decisions? What else do you need? 2. Consider the Functional Behaviour Assessment templates in the Resources section. How do they compare to what your SBT currently uses in its problem analysis process? 3. Review “Suzie: A Data Collection Profile”. Does the information included give you some ideas that could direct subsequent planning for Suzie?




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Typical behaviours targeted for reduction or elimination

Replacement behaviour examples

tantrums Use calm-down routine when getting upset

hitting people to get their attention Use shoulder tap

running from room Use break card to go to a designated time-away area

doodling on desk, clothes and body Use “doodle pad” or erasable white board

swearing Use an acceptable, agreed-upon protest statement

Ultimately, we want the student to stop using the problem behaviour, and to use the socially acceptable, positive behaviour instead. To get from one to the other, intensive direct instruction of new skills will be needed. Questions to consider when developing a Behaviour Support Plan:

• What is the identified behaviour of concern? • What are the predictors of the behaviour? • What supports the student or reinforces the student in using the problem behaviour?

(What is present or missing in the environment, instructional procedures and/or curriculum that needs changing?)

• What does the team believe to be the function of the behaviour? • What does the team believe the student should do instead? • What specific skills will need to be taught, and by who? • What form of monitoring will be required? • Is this plan to be coordinated with other service agencies or service providers? • Who is responsible for contact between agencies / services providers?

Behaviour plans can fail when ongoing communication is not incorporated. Continuous communication on goal progress is necessary to assure that everyone involved has input and so that the team can respond by making necessary changes in a timely manner. Simply waiting to report progress at an IEP meeting is not sufficient to assure the plan is being completely implemented and success is being realized. The BSP should identify everyone who will be involved in implementing, monitoring and exchanging information. Communication should be used to report positives such as new skills and learning rates, not just ongoing misbehaviour. Whenever there are many stakeholders, as when outside agencies are involved or when there is a concern about interventions being continued for the time required to change the behaviour, it is especially necessary to fully describe how the communication will occur and what response format will be used. Various BSP samples are provided in the Resources Section at the end of the module.




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3.5 Intensive Skill Development

We must teach the specific skills that a student needs in order to be successful. This applies to behavioural as well as academic skills. To support positive behaviour change, the new behaviours must be taught in a systematic way, where teachers “shape” the desired behaviour through modeling, prompting, cueing and reinforcing the related skills.

INTENSIVE SKILL DEVELOPMENT AREAS:

EMOTIONAL REGULATION -the capacity for frustration / anxiety tolerance, and response flexibility

SOCIAL UNDERSTANDING -attending to / interpreting verbal and non-verbal cues

SOCIAL COMMUNICATION -repertoire of interaction initiations and responses

These skills are now seen as just that – SKILLS to be taught and practiced and learned – not unlike any other skills such as swimming or long division. Their development helps students to achieve a measure of social competence, which is so important for being accepted by their peers and included in activities. There are four basic instructional steps to follow when teaching any new behaviour skills:

1. Modeling: “learning by imitation” • Students are shown examples and non-examples of competent use of the behaviour

2. Role-Playing: learning not only what to do, but how to do it • Students are requested to practice the behaviour

3. Performance Feedback: positive reinforcement for enacting the behaviour • Students are provided with constructive feedback on their performance

4. Generalization and Maintenance: using the newly learned behaviours in many settings • Provide support in the classroom, at home, and in peer groups • Encourage staff, relatives, and friends to provide verbal praise to students as the

skills are practiced in various settings.




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Examples of Individualized Intensive Skill Development Resources:

EMOTIONAL REGULATION SOCIAL UNDERSTANDING AND COMMUNICATION

*Instructional programs for Social Skills, Social Understanding and Communication may be delivered within a small group, but each student will have individualized objectives.

3.6 Individual Education Plan (IEP) Many students who are identified with categorized special needs are likely to also exhibit specific behaviour challenges that impede their learning and therefore require behaviour interventions. When a particular behavioural support in relation to the student’s identified special need is required, the student’s IEP must contain a description of that support including goals, objectives, instruction and evaluation strategies, and the services to be provided. A formalized behaviour support plan for a specific and serious behaviour may be developed supplementary to the IEP. Students at Tier 3 may have Special Education designations such as: Moderate Behaviour Support

Intensive Behaviour Interventions Autism Physical Disability / Chronic Health Learning Disability Intellectual Disability – Mild or Moderate




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In addition to school-based services, students identified as requiring Intensive Behaviour Intervention /Serious Mental Illness support will also have the involvement of community agency services. These students also need an IEP, and it must show evidence of coordinated, cross-agency planning using a process such as Integrated Case Management (ICM) or 'Wrap-Around', to support intervention planning for the student in the school and the community. The Ministry of Education has developed a Behaviour Intervention / Mental Illness Instructional Support Planning Process tool to assist IEP teams in their planning for identified students. This tool guides assessment, helps to profile student strengths and needs, identifies key domains to consider as goal areas, and provides examples of support for each domain listed. It organizes behaviour characteristics by levels of functioning and severity, allowing teams to effectively prioritize their interventions.

Starting the IEP development process involves identifying the strengths and needs specific to the student’s learning/behaviour challenges and characteristics related to their categorization (if applicable). This will direct the team in choosing their primary goal focus areas.

Individual Education Plan

Student: Adam Burton Grade: 5 Date October 200_ Case Manager / Resource Teacher: Mrs. Smith Diagnosis: Aspergers Ministry of Education Category: ASD TEAM MEMBERS: Mrs. Burton - Parent Mrs. Walker - Classroom Teacher Mr. Windsor - SLP Ms. Foster - Teacher Assistant STRENGTHS NEEDS Arithmetic and Reading Fluency To apply comprehension strategies Skills are at grade level To acquire Emotional Regulation skills Eager to have a more positive To learn and use more acceptable connection with peers social communication skills

Please review the Sample Behaviour IEP for Cameron in the Resources section as an example of a complete plan.




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4. PLANNING FOR BEHAVIOURAL EMERGENCIES Many staff members working with students who are extremely demanding and challenging will have their own specific needs to be addressed. Teachers will need guidance to implement unfamiliar intervention strategies. They also may need support during those times when the student is extremely "out of control’ and planned interventions are ineffective. Teacher assistants may require backup support if a student becomes aggressive or bolts from the classroom or school. 4.1 Behavioural Emergency Plans: Elements of Emergency plans include:

o Team develops and ensures that everyone understands the emergency plan

o Administrator is involved and supports the plan o Communication between the team if an emergency occurs is planned in

advance– e.g. how does staff call for back up support? o Plan addresses both how to avoid a behavioural emergency and o How to respond if that challenging behaviour does occur

Bolting or Running Away

Physical Aggression toward staff or students

Student refuses to transition… e.g. refuses to

come into school from recess




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4.2 Safety Plans

Safety Response Plans or Staff Safety Plans may be required to ensure that staff members who work with particular students have a good level of safety. Keeping staff and students safe is of course a top priority. School districts throughout BC have responded to this challenge by focusing on training staff and by developing Safety Plans for individual students. Please consult your principal in conjunction with district staff regarding your local procedures for Safety Plans. Frequently, Safety Plans are created in response to a physical incident or a series of challenging behaviours by the student where staff members have been hurt. The intention of the Safety Plan is to help reduce the risk of staff being injured. Districts often provide:

o Individual Student Safety Plans

o Support from District Staff

o Training for Staff – Non Violent Crisis Intervention � CPI or Mandt

*Both programs, CPI and Mandt, focus on reducing the need for staff to restrain students. If restraint is necessary, then the training demonstrates how to do so safely.

Most districts have policy and procedures regarding the use of

restraints.




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Sample Safety Plan Format

School SAFETY Plan

Student: DOB:

School: Case Manager:

Date of Plan: Date of Review:

Summary: Process for accessing support: (Within school and on school grounds) TEAM Members to respond: (Specific to student)

Name Position

Principal

Case Manager

Teacher

Signs of Escalation: (Observable behaviours) Interim Strategies: (Staff responses) Use of Restraint: (To be employed only if a student is a danger to themselves or others)

* Please refer to the School District Regulation xxxxx on restraints and documentation. Where should other student(s) exit to? (Be specific) Response Plan: (Overall plan) Plan for after Physical Restraint Intervention: (Criteria for Calling Home/Reintegration Plan)




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Who Should Be Notified of Concerns or if Physical Restraint is employed:

Name Role Contact Number(s) By Whom

Administrator

Vice-Principal

Parent

Debriefing Process:

Student:

Witnessing Students:

Staff:

Additional Information: Recommendations: Developed by:




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5. TIER 3 SUPPORTS FOR SCHOOL STAFFS 5.1 Training for Staff:

For more than 27 years, the Crisis Prevention Institute has supported the work of professionals who work with challenging or potentially violent individuals. The institute provides training on ways to safely manage disruptive and assaultive behavior. Check with district staff about CPI training available in your area.

All human services are provided in the context of relationships and all people have the right to be treated with dignity and respect. The Mandt System® provides a framework to understand the behaviors people use to communicate their fear, frustration, anxiety and tension. Since 1975, they have taught conflict management, prevention and de-escalation skills to reduce the potential for injury to all people involved in a workplace interaction.




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5.2 Planning Support:

The B.C. Ministry of Education directly funds a number of provincial programs to support students with special learning and behavioural needs. The programs listed below are Resource Programs such as POPFASD, or Outreach Programs such as POPARD. School districts can access these services in order to request student specific consultations, technology and student planning support, and / or workshops and training for staff. See the Ministry’s Special Education policy manual for a comprehensive listing of provincial programs.

PROVINCIAL OUTREACH & RESOURCE PROGRAMS

AUTISM SPECTRUM DISORDERS

POPARD

www.autismoutreach.ca

TECHNOLOGY SUPPORT

SET-BC www.setbc.org

FETAL ALCOHOL SPECTRUM DISORDERS

POPFASD www.fasdoutreach.bc.ca

SEVERE MULTIPLE DISORDERS

PISP www.pisp.ca

DEAF BLIND

DEAF/BLIND http://public.sd38.bc.ca/DeafblindWeb/

5.3 Collaborating with Outside Agencies and Services

INTEGRATED CASE MANAGEMENT, CARE TEAMS and WRAPAROUND are all interagency team processes to coordinate the development of comprehensive plans for specific students. The ultimate goal for the child or youth is to live an independent, fulfilling, law-abiding and constructive life in the community with minimal special supports. The plans developed by the team blend the perspectives of the family, school personnel and other service providers such as the Ministry of Children and Families. The teams may also inventory and coordinate services for the focus youth. This TIER 3 support is a process, not a program, focusing on long term person-centered planning.

HOME, SCHOOL and the COMMUNITY




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CARE TEAMS ICM / WRAPAROUND Family Family

School Personnel School Personnel

Other Service Providers, such as Ministry Children and Families, Mental Health, Pediatrician, Psychiatrist

Other Service Providers such as Ministry of Children and Families, Mental Health, Pediatrician, Psychiatrist, Ministry of Justice including Probation

Natural Support Providers: Friends, Relatives

Reminder: Interagency planning is required for students claimed in the

Intensive Behaviour Intervention Category




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5.4 Discussion Forum Questions Please post your responses online.

TIER 3 CONNECTING AND COLLABORATING WITH OTHERS For this set of questions, imagine the scenario of a meeting set with your SBT for a particular Tier 3 student. The purpose of the meeting is to share information and to develop a collaborative plan for the student who is just returning to school from a placement in a Youth Psychiatric Facility – where the student was being treated for severe depression. The student’s mother will definitely be at the meeting. 1. Who specifically would attend the meeting from the school? From the district? 2. What agency/service provider might be involved with the student and attend the SBT meeting? 3. Briefly, what topics should be discussed? 4. What information from the outside agency would be helpful? How will you maintain communication with those involved over time? 5. What plan (briefly - 2 or 3 steps) might the team collaboratively determine as important next steps for reintegrating the student? 6. What other agencies in your community might be represented at SBT meetings for other students with significant behaviour or mental health issues?




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6. ASSIGNMENT

6.1 Please review the CASE STUDIES provided in the resources section. Note that the case studies are all different. They represent a variety of Tier 3 students, a variety of student and team needs and a variety of planning formats. All plans however have strong elements of good Tier 3 work. The plans represent positive interventions, they are based on putting the student at the centre of the plan, and the plans rely on data to make decisions about student’s needs and student progress.

Case Studies: Vito Jim

Hannah

Reflect on the case studies and submit a brief (2-3 paragraphs) commentary on your thoughts. 6.2 Select a student who receives or requires TIER 3 support at your school. This will be a new student for you – one that has not been a ‘focus student’ for any other assignment you have completed. Use the forms (and examples) provided to:

• Complete a RIOT and a RIOT SUMMARY • Complete an FBA on the selected student, using any preferred Data Collection Method • Complete a brief Behaviour Support Plan for the student • Design a series of individual support strategies and skills instruction for the student • Determine how this student’s progress will be monitored

Please submit these 2 documents to your facilitator: The RIOT SUMMARY FORM

Tier 3 FBA and BEHAVIOUR SUPPORT PLAN




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RESOURCES FOR MODULE 5

DOCUMENTS AND FORMS for Tier 3

Articles: Function of Behaviour Special Needs: Behaviour Interventions

Forms:

ABC Record Sheet

Daily Behaviour Chart and Recipe Cards (ABC Format)

RIOT Summary form

Suzie: Data Collection Profile

Ministry of Education Behaviour Planning Tool

Cameron: Sample Behaviour IEP

SAFETY PLAN form sample

FBA Profile Template

FBA - BSP Template PENT

TIER 3 FBA and Behaviour Support Plan Template

Case Studies: Vito

Jim

Hannah




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WEBSITES for Tiers 1, 2, and 3 POSITIVE BEHAVIOURAL INTERVENTIONS AND SUPPORTS

www.pbis.org

CENTRE FOR EFFECTIVE COLLABORATION AND PRACTICE

cecp.air.org

POSITIVE ENVIRONMENTS, NETWORK OF TRAINERS

www.pent.ca.gov/

THE CRISIS PREVENTION INSTITUTE www.crisisprevention.com

THE MANDT SYSTEM www.mandtsystem.com

DISCIPLINE WITH DIGNITY www.tlc-sems.com

RESTITUTION www.realrestitution.com

TRIBES www.tribes.com

FRIENDS PROGRAM http://www.mcf.gov.bc.ca/mental_health/friends.htm

SCHOOL WIDE INFORMATION SYSTEM (SWIS)

http://www.swis.org/

DR. MAC’S AMAZING BEHAVIOUR MANAGEMENT ADVICE SITE

http://www.behaviouradvisor.com/

PROVINCIAL INTEGRATION SUPPORT PROGRAM FOR STUDENTS WITH SEVERE MULTIPLE DISABILITIES (PISP)

www.pisp.ca

PROVINCIAL OUTREACH PROGRAM FOR AUTISM (POPARD)

www.autismoutreach.ca

PROVINCIAL RESOURCE PROGRAM FOR FETAL ALCOHOL SYNDROME DISORDER (POPFASD)

www.popfasd.ca

SPECIAL EDUCATION TECHNOLOGY (SET-BC) www.setbc.org

SAN BERNARDINO UNIFIED SCHOOL DISTRICT PBS Implementation and Support Materials

www.modelprogram.com

SPECIAL EDUCATION COUNCIL OF ALBERTA TEACHERS ASSOCIATION: BOATS: BEHAVIOUR OBSERVATION ASSESSMENT TEACHING STRATEGIES 2006

http://specialeducation.ab.ca

A WHOLE SYSTEM APPROACH TO SAFETY AND BELONGING From MANITOBA DEPT OF EDUCATION

www.edu.gov.mb.ca/k12/docs/support/guidance/whole_school_approach.html

MICHELE GARCIA WINNER www.socialthinking.com

SKILLSTREAMING MATERIALS www.skillstreaming.com




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BOOKS for Tiers 1, 2, and 3

Responding to Problem Behaviour in Schools; Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken

The Behaviour Education Program: A Check-In, Check-Out Intervention for Students at Risk (DVD); Leanne Hawken, Hollie Pettersson, Julie Mootz

Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents with Autism Spectrum Disorders and Other Social Difficulties; Scott Bellini, Ph.D.

Individualized Supports for Students with Problem Behaviours: Designing Positive Behaviour Plans; Linda Bambera




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Orchestrating Positive and Practical Behaviour Plans; Dawn Reithaug

The Explosive Child: Understanding and Helping Easily Frustrated, "Chronically Inflexible" Children, Ross W. Greene, Ph.D.

Behaviour Management: A Whole-School Approach

Bill Rogers

Solving Behaviour Problems in Autism Improving Communication with Visual Strategies

Linda Hodgdon

Module 5: Tier 3 UNDERSTANDING AND RESPONDING...

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Transcript of Module 5: Tier 3 UNDERSTANDING AND RESPONDING...