Nutritional Assessment and Interventions in Emergency Settings
Targeted (Tier 2) Interventions. Universal Interventions: School-/Classroom- Wide Systems for All...
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Transcript of Targeted (Tier 2) Interventions. Universal Interventions: School-/Classroom- Wide Systems for All...
Targeted (Tier 2) Interventions
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Group Interventions:
Specialized GroupSystems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
~80% of Students
~15%
~5%
What is a Tier 2/ Targeted Intervention An intervention that:
Serves multiple students at one time Students can get started with almost immediately upon referral Requires almost no legwork from referring staff to begin
implementation of the intervention with a student All school staff know about, understand their roll with, and
know the referral process for Matches school needs by effectively supporting a significant
proportion of students at-risk for challenging behavior in the school
If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention
Check In/Check OutAKA
Check-n-Connect, HUGs, Behavior Education Program…
Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can
also be used in cafeteria or playground… anywhere there is a supervisor)
End of day check-out Points tallied Reward
Daily Progress form copy taken home and signed. Return signed copy next morning.
Check In/Check Out
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Example Middle School Point Card
Example Point Card - Elementary
SWIS-CICO
Support Plan Change Description
10/06/2009 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
SWIS-CICO
SWIS-CICO Report
Support Plan Change
Description
09/10/2008 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
SWIS-CICO
SWIS-CICO
Support Plan Change
Description
09/16/2009 Can earn get out of class early time
What do you What do you think?think?
Any actions Any actions needed?needed?
SWIS-CICO
SWIS-CICOWhat do you What do you think?think?
Any actions Any actions needed?needed?
SWIS-CICO
Tier 3 PBIS
1. Define the Problem Behavior
2. Conduct assessment for behavior support planning a. Functional Behavioral Assessment
• Defining behavior in observable & measureable terms • Ask staff and student about where, when, & why behavior occurs
• See the behavior during specified routines• Hypothesize a final summary of where, when, & why behavior occurs
3. Design an individualized behavior support plan (BSP) • Ensure technical adequacy • Ensure contextual fit
4. Ensure Fidelity of Implementation
5. Monitor Plan Impact on Student Behavior
Adapt BSP and implementation as needed
based on on-going monitoring
The Basic FBA to BSP Process
Adapted from Horner, Albin, Todd, Newton & Sprague, 2011
19
Basic Complex
For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)
Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings
What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data
Time-intensive process that involves emergency planning, family-centered planning, and collaboration with outside agencies
Developed by whom:
Team of school-based professionals (e.g., PBS team members whose job responsibilities include FBA and behavior support planning)
School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e.g., behavior specialist)
Basic vs. Complex FBA/BSP
Behavioral or Learning TheoryAssumptions of Behavioral Theory Behavior is Learned Focus on the observable and measurable Behavior is related to the environment in which it occurs Behavior serves a purpose Focus on how environmental variables can be manipulated to effect
changes in behavior & learning Measure student outcomes & learning
Educational approaches that have emerged from behaviorism include: applied behavior analysis Functional assessment curriculum based measurement and progress monitoring, and Direct instruction have emerged from this model Discrete Trial Training Modeling, shaping, fading, reinforcement, contract, extinction, etc.
Behavior Identify the Target Behavior
Desired Behavior or Non-desired Behavior
Behavior must be identified so that it is observable & measurable Define the behavior so that someone else could
go into the room and both of you could measure the behavior without question
Operational Definition
EXAMPLESWhat the Behavior Looks Like
NON-EXAMPLESWhat the Behavior Does NOT Look
Like
Provide a range of examples •try to provide examples that delineate the boundaries of what the behavior looks like
Provide a range of non-examples
• try to provide examples that delineate the boundaries of what the behavior does not looks like
Behavioral Definition: Observable & Measurable definition
Operational Definition
EXAMPLESWhat the Behavior Looks Like
NON-EXAMPLESWhat the Behavior Does NOT Look
Like
Student is:• Sitting at desk working with feet on floor and hands on work•Standing in line with hands at side and without bumping into other students•Sitting on floor and gently nudges another student by accident•Teacher asks students to hand out books to class•Playing tag at recess and gently tags another person to be it
Student is:•Kicking peer under the desk or poking the peer to get their attention•Hold on to another students arm so they can’t get away from them in line•Purposefully run into or push a student sitting next to you on the floor•Throws a pencil at another student when the student needs a pencil•Chases a peer during recess and touches them after the peer asks you to stop
Hands, Feet and Objects to Self: Student does not touch other students with their hands, feet or objects, with intent to hurt, bother or get peers attention at inappropriate times
ABC’s of Understanding BehaviorOperant Conditioning
What happens before (A or antecedent) the
behavior occurs? Trigger
What is the behavior (B)? What happens after (C or consequence) the
behavior occurs? Response or Outcome of the Behavior
A B C
Antecedents What triggers the behavior?
What happens immediately preceding the problem/target behavior?
What triggers the behavior, be specific... What activity? What peers? What tasks? Describe in detail
If you wanted to set up the student to engage in the problem behavior, what would you have do?
Consequence What is the response to the behavior? What happens immediately following the behavior?
How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses
occur following the problem behavior?
What is the student gaining as a result of engaging in the behavior? How is it paying off for the student?
Learning
A B C
Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence
Learning & ABC
A B CStudent is asked to do a math problem in front of the class
Student tries to do the problem at the board, but struggles
Peers laugh at student and one says aloud, “that one is so easy”
NEXT DAY
Student is asked to do a math problem in front of the class
What happens today???
Reinforcing Consequence
AB CIf the consequence is rewarding/desired, the subject
learns the behavior is functional for getting what they want
Behavior Increases in the Future
Rewarding or Desired Consequence
Punishing Consequence
A B C
If the consequence is punishing/undesired, the subject learns the behavior is not functional for getting what
they want
Behavior Decreases in the Future
Punishing or Undesired Consequence
ABC’s of InstructionAcross the Continuum of Learners
Antecedent Behavior Consequence
Instruction Prompt Student Response Teacher Feedback
Mainstream
“What is the capital of Sweden?”…. Bueller, Bueller
Student thinks “Stockholm”
Sporadic verbal praiseStudent self reinforcement “I got it right!”
Direct Instruction Reading
Showing card with word “cat” – saying “this word is ‘cat’, what word?”
“cat”
“c-ar”
Yes – that word is cat;
No, this word is cat
Significant Disabilities
“Choosing food at lunch”
Most to least prompting-physical guidance (hand over hand)-Physical-Gestural -verbal
Student ResponseReinforce response-tangible reinforcer-verbal praise-access to natural reinforcer “get lunch”DIFFERENCES across
Continuum- # of trials to mastery- explicitness of instruction
Reinforcing Consequence
AB CIf the consequence is rewarding/desired, the subject
learns the behavior is functional for getting what they want
Behavior Increases in the Future
Rewarding or Desired Consequence
Summary Statement
Based on several observations Identifies predictable relationships between
environmental variables and behavior
During
When
student will
because
therefore the function of the behavior is to access /escape/avoid
(choose one)
(some Antecedent condition occurs)
(engage in a specific Behavior)
(a predictable outCome will occur)
(something in the environment)
(some routine)
Summary Statement
Based on several observations Identifies predictable relationships between
environmental variables and behavior
During
When
student will
because
therefore the function of the behavior is to access /escape/avoid
(choose one)
(some Antecedent condition occurs)
(engage in a specific Behavior)
(a predictable outCome will occur)
(something in the environment)
(some routine)Science or Social Studies
asked to read out loud in class
Verbally refuses, disrespects teacher
his teacher calls on someone else
oral reading
Most Common Functions of Behavior
To Obtain:
peer attention
adult attention
desired activity
desired item
desired peer
To Avoid/ Escape:
difficult task
non-preferred
activity
peer
staff
Why is Function so Important?
Filter & Horner, 2009
Ingram, Lewis-Palmer & Sugai, 2005
Newcomer & Lewis,
2004
Proactive v. ReactivePBS v. Aversive approach
PBS v. Aversive Model (ABC)
A B CPBS (Positive Behavior Support) – Proactive
Emphasis on Interventions to prevent problem behavior
Emphasis on explicitly Teaching Alternate, Desired Behavior
Emphasis on Positive Reinforcement of desired behavior
Traditional Aversive/Punitive Model - Reactive approach
Limited focus on Antecedent Interventions
Little focus on teaching behavior
Emphasis on punitive response to negative behavior
Traditional / Punitive Approach (ABC)
A B CStudent Situation & what the student has learned
Asked to do math problem at the board in front of class of peers
1st time tried to do problem
Peers laughed and said “that one’s easy”
Ever since – students acts out behaviorally
Teacher usually calls on other student to do problem, peers laugh
Traditional Aversive Model - Reactive approach
No intervention – ask students to do problem on board as usual “should be able to do it just like everyone else”
No focus on teaching – student “would have learned it if he was paying attention in class”
Emphasis on punishing response – send student to Behavior Intervention Center or office
PBS Approach (ABC)
A B CStudent Situation & what the student has learned
Asked to do math problem at the board in front of class of peers
1st time tried to do problem
Peers laughed and said “that one’s easy”
Ever since – students acts out behaviorally
Teacher usually calls on other student to do problem, peers laugh
PBS (Positive Behavior Support) – Proactive approach
Give student a problem they can be more successful by practicing problem ahead of time w/ student
Teach & Practice:a. to more politely
refuse problemb. Math skills needed to
problem
Reward student for a. Refusing politely,
instead of w/ negative behavior
b. Trying & success w/ math problem