Santa Clara Office of Education: Northern California PBIS Symposium
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Transcript of Santa Clara Office of Education: Northern California PBIS Symposium
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Prevent-Teach-Reinforce (PTR)
The Exploration of a Team Training Process for a Tier III Intervention Model
Santa Clara Office of Education: Northern California PBIS Symposium
Barbara Kelley, California PBIS Coordinator
CalTAC, INC. is a nonprofit organization committed to providing professional development opportunities and technical assistance for building internal capacity in identifying, adopting, and sustaining effective systemic change; which promotes positive pro-social cultures through coaching, conversation, facilitation and artful leadership.
Changing Lives
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Tier III – The final PBIS Frontier
This is the voyage of CalTAC Team Trainings
Their PBIS mission:To explore Prevent-Teach-Reinforce, a Tier III
intervention,To launch with fidelity for positive student
outcomes
To boldly go where they have not gone
before!
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Tier III Interventions are like
because ….
It’s human nature to stretch, to go, to see, to understand. Exploration is not a choice, really; it’s an imperative.— Michael Collins, flew on Gemini 10 and Apollo 11
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Step 1: Team Building Step 1: PTR-YC Team/Goal Setting
Step 2: Goal Setting/Data Collection Step 2: PTR-YC Data Collection
Step 3: AssessmentStep 3: PTR-YC Assessment
Step 4: Intervention Planning/CoachingStep 4: PTR-YC Intervention
Step 5: EvaluationStep 5: PTR-YC Using Data and Next Steps
PTR
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Step 1: Team BuildingEnsuring A Successful Team
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Consistency:Team Meeting Foundations
Roles and ResponsibilitiesWorking AgreementNorms of Collaboration
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Step 2: Goal Setting and Data Collections
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Silently read all the Tips for Step 2: Goal Setting and Behavior Rating Scale - highlight MIP’s
When everyone is finished reading, the person next to the “Trekie” with the longest arms, becomes the mind
melder
“Mind Melder” reads one MIP
The team member on the left comments on the MIP and in a clockwise direction everyone comments on
the MIP
The “Mind Melder” will complete the circle by explaining why they chose the MIP
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Tip #1: For many teams, the development of broad goals represents a critical perspective shift. In developing broad goals, the team members no longer view their sole job as stopping a student’s challenging behavior.
Tip#4: Behavior Rating Scales (BRS) are most successful when the target behavior is clearly defined, the best method for measuring the behavior is selected and accurate points are established.
Step 2: Goal Setting and Data Collection
Tip #2: A good short-term goal is one that all team members are enthusiastic about achieving..
Tip #3: Short-term goals focus on two areas: the specific challenging behaviors(s) to be decreased and the appropriate behavior the student should demonstrate in lieu of the challenging behavior (i.e. desired replacement behavior). Teams always should included both in the PTR process.
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Behavior Rating Scale
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The P-T-R FBA is your
Prime Directive
Functional Behavioral AssessementPrime Directive:
Step 3: Assessment
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PTR Functional Behavior Assessment: Prevent Component
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It is most logical that this
would be the end of the first
day of PTR training.
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Step 4: Intervention Planning and Coaching
Assimilate this!
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Hypothesis StatementWhen Rachel is given an independent writing assignment, she will get out of her seat, wander around the room, and talk to peers until the teacher sends her to the behavior specialist. As a result, she is able to escape her work and obtain attention from the behavior specialist.
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PTR Plan ComponentsNote: each intervention strategy MUST match the results from the PTR functional behavioral assessment and DOABLE in the classroom
• Identify at least one Prevent, Teach and Reinforce Intervention
• Develop a step-by-step plan to implement the interventions
• Develop a plan for training and technical assistance
• Develop a measure of fidelity of implementation
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Training and Fidelity ChecklistTask Analysis of Intervention Did the
implementer complete the step?
Prevent 1.2.3.
Yes or NoYes or NoYes or No
Teach1.2.3.
Yes or NoYes or NoYes or No
Reinforce1.2.3.
Yes or NoYes or NoYes or NoIntervention
StrategyADHERENCEAt a minimum, is it being implemented?
QUALITYHow well is it being implemented?
InterventionStrategy Score(add Y’s then divide b Y’s + N’s)
Y N NA Y N NA
Total ADHERENCEScore
Total QUALITYScore
TotalFIDELITY
Score
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Are the hats really necessary, Jim?
They do not flatter either of us.
You are missing the point Spock.
The point? Are you implying that they
serve some purpose.
Step 5: Evaluation
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Social Validity Scale 1. Given this student’s behavior problems, how acceptable do you find the
Prevent-Teach-Reinforce behavior plan?2. How willing are you to carry out this behavior plan? 3. To what extent do you think there might be disadvantages in following this
plan? 4. How much time will be needed each day for you to carry out this behavior plan? 5. How confident are you that the behavior plan will be effective for this student? 6. How likely is this behavior plan to make permanent improvements in this
student’s behavior? 7. How disruptive will it be to carry out this behavior plan? 8. How much do you like the procedures used in the proposed behavior plan? 9. How willing will other staff members be to help carry out this behavior plan? 10. To what extent are undesirable side effects likely to result from this behavior
plan? 11. How much discomfort is this student likely to experience during this behavior
plan? 12. How willing would you be to change your routines to carry out this behavior
plan? 13. How well will carrying out this behavior plan fit into the existing routine? 14. How effective will the intervention be in teaching your student appropriate
behavior? 15. How well does the goal of the intervention fit with the team’s goals to improve
the student’s behavior?
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Positive Behavior Change
Extension ShapingFading
Reinforcement
Self-Managemen
t
Generalization
Setting
Generalization
Intervention
DelayedGratificati
on
Intermittent
Schedule
Decision Making
Tree
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Behavior is NOT Improving
Implemented with FIDELITY
NO YES
Too Difficu
lt
Not Matc
hDrift
Hypothesis
incorrect
Hypothesis CorrectInterventi
on Insufficien
t ID
difficult features
Alternate strategie
s
More TA
Modify features
/ strategie
s to match
context
ID feature
s affecte
d by drift
Booster TA
Revise Hypothesis
More Data
New intervention
s
More TA
ID affect potency
Powerful
New Strategie
s
More TA
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Get out your planet card – one card per person.
Stand next to your card on the universe wall and meet and greet your celestial partners.
Decide on conversational roles: Facilitator, Recorder, Reporter
Read your planets contribution t the universe and have a 10 minute conversation.
Be prepared to report out highlights from your conversation
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“We want to explore. We’re curious people. Look back over history, people
have put their lives at stake to go out and explore … We believe in what we’re doing.
Now is the time.”Eileen Collins - STS-114 commander, a few days before the re-launch of the Space Shuttle program, reported on Space.com, 11 July 2005. First woman commander of a
space mission.