Tier 2/Secondary Interventions
description
Transcript of Tier 2/Secondary Interventions
Tier 2/Secondary Interventions
Rachel Saladis
Kim Miller
Kathy Halley
What we know!
quiz
Inclusion Activity
Outcomes
•Review secondary systems
Understand behavioral functioning
•Understand elements of Brief FBA
•Increase confidence as BFBA facilitator
•Plan BFBA building implementation •SAVE TIME
Agenda -- Day Two
• Inclusion
• Review of Secondary Systems
• Understanding Behavior
• Understanding and Using Brief FBA/BIP
• Planning to use Brief FBA in school
Working Agreements
Parking Lot
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%
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
Wrap tools
Check-in/ Check-out (CICO)
Intervention with Individualized Features
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Behavioral groups
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
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tio
nAssessm
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reading
PBS and Applied Behavioral Analysis
• Applied behavior analysis (ABA) is the science of human behavior. It helps us describe, interpret and establish effective patterns of behavior.
• ABA focus’ on the observable relationship of behavior to the environment.
PBS
• PBS is based on behavioral theory which
links research-validated practices to environments in which teaching and learning occur.”
• PBS focuses on – changing the environment– teaching behavior directly
- providing ongoing positive feedback
PBS Secondary (group/ individualized)
Shift in thinking• "How can we change the system, setting,
or structure to help Johnny stop talking out in class and learn to be academically and socially successful?" rather than, "What can I do to Johnny to make him stop talking out in class?"
Behavior is a function of something!
• Behavior is predictable.
• Behavior is changeable.
• Human behavior occurs within an environmental context, not in a vacuum.
• Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment
Source: Crone , D.A. & Horner, R.H., 2003
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FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Brief FBA/BIP
Behavior Pathway
Behavior Support Plan
Brief or Practical FBA vs Comprehensive FBA
Brief or Practical FBA Comprehensive FBA
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 to guide behavior support planning
Time-intensive process that involves archival records review, family-centered planning, and collaboration with agencies outside of school
Conducted by whom:
School-based personnel (e.g., teachers, counselors, administrators)
Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)
18
Focus of this training series
Setting Events
3
Antecedent
2
Problem Behavior
1
Acceptable Behavior
7
Function
5
Desired Behavior
6Consequence
4
BEHAVIOR PATHWAY
Behavior Pathway Definitions
• Problem Behavior– What is the behavior of concern?– Describe it in measurable, concrete,
observable language.
•Role Play Practice
Data Collecting Tools
• Teacher Interview Tools
• Ratings
• Observation Tools
Behavior Pathway--Antecedents
• When does the behavior happen?– What happens immediately before the
behavior occurs?– Under what conditions is the student most
successful (fewest instances of behavior)?– Under what conditions is the student least
successful (most instances of behavior)?
–Role Play Practice
Behavior Pathway-Setting Events
• What factors, more distant in time/space, affect the likelihood of the behavior occurring?– Medical or psychological conditions– Family factors– Environmental factors– Student conditions, abilities, traits– Interpersonal factors
Role Play Practice
Behavior Pathway--Consequences
• Maintaining Consequence– What have been responses to the behavior?– What are observable result of the responses?– What have been the unintended results or
consequences?
Role Play Practice
Behavior Pathway--Function
• What does the student get?
• What does the student avoid?– Interaction, attention– Psychological needs (status, power, control,
belonging, rejection, embarrassment)– Sensory stimuli– Assistance– Activity – Tangible object
FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Model
• Rachel and volunteer
GivF
un
ction
of B
ehavio
r
Setting Events
3
Antecedent
2
Problem Behavior
1
Acceptable Behavior
7
Function
5
Desired Behavior
6Consequence
4
BEHAVIOR PATHWAY
Hypothesis or Function
• Summarize antecedent, behavior and consequence into a hypothesis. Box 2,1,3.
• When:
• The student does:
• In order to:
When doing independent seatwork, usually reading or writing, Russell makes noises to get peer attention and to avoid work by getting sent to the office.
What might be an Acceptable behavior?
• Can’t always get what you want……
try sometime you find you get what you need!!
Setting Events
Has reading struggles.
Few friends. Financial
stresses at home.
3
Antecedent
Quiet, independent seatwork.
Usually reading
or writing.
2
Problem Behavior
Makes noises in the
classroom.
1
Acceptable Behavior
Being quiet but not working
7
Function
To GET:Peer attention
Peer acceptance
To AVOID:Reading and writing
5
Desired Behavior
Working quietly &
raising hand for help
6
Consequence
Students laugh.Teacher
reprimands.Teacher send to
Office.
4
BEHAVIOR PATHWAY
Behavior Intervention Plan
Setting Event Strategies
Antecedent StrategiesBehavior Teaching
StrategiesConsequence
Strategies
Setting Event Strategy Examples
• Work with parents on establishing a morning routine.
• Help parent find housing.
• Encourage a check-up with pediatrician.
• Provide information to parents about attention deficit disorder.
• Seek out tutorial help for student in reading.
Antecedent Strategies
• Things adults can do to decrease chance of problem behavior.
• Things adults can do to increase chance of replacement or desired behavior.
• Environmental and procedural changes
• Allow student work with a buddy.
• Provide more group & interactive instruction.
• Stand by student during directions and check in individually afterward.
• Have a study carrel available for students.
Teaching Behaviors
• Review of skills already taught– Whole class– Small group– Individual
• Direct instruction – Behavior skills– Academic skills– Social skills– Coping skills
• Review specific social skills taught in second step in a small group.
• Teach student to raise hand instead of calling out.
• Provide extra tutoring or pre-teaching of the math lesson.
• Teach slow breathing.
Modifying Consequences
• Reduce the “payoff” the student gets from the problem behavior.
• Provide a positive outcome for desired or replacement behavior.
• Meet student needs when desired behavior is exhibited.
• Teach the class to ignore when a student makes silly noises.
• Student remains in the classroom rather than going to office.
• Behavior chart for raising hand.
• Give positive verbal feedback to student.
Let’s work together!!!
• Brainstorm strategies to address setting events.
• Brainstorm strategies to address antecedents.
• Brainstorm—teaching alternative, coping and replacement behaviors.
• Brainstorm strategies for modifying consequences.
Share out
• With your group chose one idea from each category to share with the larger group.– Setting Event Strategies– Antecedent Strategies– Teaching Strategies– Consequence Modification Strategies
Decision Rules• How do we decide whether a student is
appropriate for a Brief FBA?
– First try a CI/CO. WHY? share
– Don’t attempt Brief FBA if the student has multiple behavioral problems across multiple settings. This probably merits a complex FBA.
Process for Brief FBA• Student is identified and referred to the
SSIT. This team assigns a Brief FBA facilitator.
• Facilitator collects data and completes the Brief FBA. (This is you!)
• Facilitator shares Brief FBA and completes the Behavior Intervention Program with Team.
• A follow-up is scheduled to review progress and make decisions.
3-Tiered System of Support
Necessary Conversations (Teams)
CICO
Groups
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
based on data
Uses System data; determines overall
intervention effectiveness,
manages student assignment to interventions
Standing team (SSIT); uses
FBA/BIP process for one youth at a time
Uses System data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Interventions Check in/Check out(CICO)
Check in/Check outwith individual features
Behavior Pathway(Brief FBA/BIP)
StudentsParticipating
StudentsResponding
StudentsParticipating
StudentsResponding
Students participating
StudentsResponding
September
October
November
December
January
February
March
April
May
Total for Year
Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool
School Name: __________________________________ School Total Pop:________
Progress Monitoring
• How will you know if the FBA is working?
• Do you have a data collection process for:– ODRs? – CI/CO data
• Can the teacher keep a tally of behavior decreases or behavior increases?
• Can the student self-monitor?
Data Collecting Tools
• Teacher Interview Tools
• Ratings
• Observation Tools
System work
Action Planning
• Select a student who would benefit from a Brief FBA. Share with a partner how you selected the student and why you think this student is a good candidate.
• What tools you will use to complete the BFBA?
• Where will the Brief FBA process fit in your school?
• Who will be the FBA facilitators in your school?
Complete BFBA
• Real life example
• Where it fits in your building-wide system
• Share out
Feedback
• What did you get from today?
• What do you still need?