Virginia PBIS Conference | June 30, 2011

Behavior Intervention Planning within a

School-wide System of PBIS

Lucille EberIL PBIS Network

www.pbisillinois.org

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

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

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

Brief Functional Behavioral Assessment/Behavior Intervention Planning (FBA/BIP)

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

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

3-Tiered System of Support Necessary Conversations (Teams)

CICO

SAIG

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

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

Sept. 1, 2009

UniversalTeam

Universal Support

A Context for PBIS

• Behavior support is the redesign of environments, not the redesign of individuals.

• Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

The person who is supposed to implement the strategy needs to be actively involved in designing it; or it

probably won’t work!

Ownership & Voice: A Key to Intervention Design

Interventions

Problem Solving Steps

Identifying who needs an FBA/BIP

• Academic/behavior data indicates challenge

• High intensity or frequency of behavior

• Behavior impedes academic performance

• Don’t understand behavior

• Behavior seems to meet need or be reinforcing for student

• Interventions have not been successful

• Use data

Common Mistakes Seen in Behavior Intervention Plans

• Becoming ‘immobilized’ by setting events beyond the control of the school

• Skipping the replacement behavior

• Not enough teaching strategies/opportunities

• Putting all the ‘eggs in one basket”

• Other?

Functional Assessment of Behavior“BIG IDEAS”

• Functional assessment is a problem solving process – a way to think about behavior systematically.

“FA can be done in your head.”

• Functional assessment identifies the events that reliably predict and maintain problem behavior.

FBA Team Process Steps

1. Collect information

1. What does the problem look like?

2. What series of events predicts behavior?

3. What is the maintaining consequence of the observable behavior?

4. Hypothesis statement?

2. Develop “competing pathways” and replacement behaviors

3. Develop BIP.

4. Develop strategies for monitoring & evaluating implementation of BSP.

Setting Events Triggering Events

Challenging Behavior

Maintaining Consequences

Competing Behavior Pathway

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

BEHAVIOR INTERVENTION PLANNING

“Bruce”

• 5th grade

• Difficulty socially interacting with peers at school and in the community

• Entered the 2007/08 school year with a Behavior Intervention Plan from the previous school year

• DCFS involvement

Trauma

• DCFS involvement

• Removal from home, school, or community

• Adults in conflict (domestic violence, parent in jail/prison, drug/alcohol abuse)

• Medical concerns in family

• Poverty

Tier 2/Secondary Supports

• In November, after receiving an office referral, ‘Bruce’ began Check-In/Check-Out.

• By January, data (SWIS & BEP) showed that student was not responding to CICO

• Team modified his Check-In/Check-Out to a Check and Connect

• School social worker initiated a simple Functional Behavior Assessment which guided the team to identify ‘days with P.E.’ as very difficult days.

Consequence

Sent out of P.E. class

Behavioral PathwaySetting Event

Days with

Gym

Antecedent

Less structured activities that involve competition

Problem Behavior

Negative comments about activity and to peers leading to physical contact

Function

To escape setting

Brief Function-based Interventions

•

Setting Event Supports

• Add check-in before gym

Teaching Strategies•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)

•Teach how to approach gym teacher to ask for a drink of water to leave setting.

•Teach student how to re-enter and continue with activity

Consequence Supports

• Acknowledging/rewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

Antecedent Strategies

• Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

• More frequent activities with less focus on competition (parachute, 4-square, etc...)

• Pre-correct

Secondary Systems/Practices

• Decision Rules for Entrance into a Simple Secondary Intervention:– A student at our school

begins to access Secondary Level Interventions when they earn 1 or more majors or more than 4 minors within a months time.

• Simple Secondary Interventions Available:– Check In Check Out– Social Skill Groups– Check In Check Out

with Modified Features.

Secondary Systems/Practices

• Secondary Systems team Meetings

– Held twice a month

– Review progress of group interventions systems

• Decision Rules for Exiting a Secondary Intervention

– Average of 80% of points earned on Daily Progress report and less than 4 minors or 1 major in a month.

“Sara”

• Sixth grade

• Difficulties with behavior on almost a daily basis

• Behaviors affected her ability to perform academically throughout the school day

Secondary Systems/Practices

• Student met decision rule in late November, receiving a major for Class Disruption.

• Previously (Sept. and Oct.) earned some minor infractions but not more than 4 in a month

Secondary Systems/Practices

Review of CICO Data– Mid December-Earned average of 65% of points per

week, earned 8 minors, 1 major

– Mid January-Earned 70% of points per week, 18 minors, 2 majors, Added Social Skill Group along with CICO

– Mid February-24 minors, 3 majors, was decided ( based on decision rules) that interventions were not working and behavior was escalating

– Referred to Problem-Solving Team

Secondary Systems/Practices

• As a result of the increasing trend of referrals and failure to reduce problem behavior with Check In Check Out and a Social Skill Group the student was referred for a Brief FBA/BIP

• In early March, the school social worker interviewed the student regarding her perspective of the problem behavior (student interview). Her mother was present for this interview.

• The team met with the student’s mother to do a Brief FBA/BIP. The student was present for a portion of this meeting.

Data/Tools Utilized to do a Brief FBA

• Utilize existing CICO data • Student Directed Interview• Family Interview• Teacher Interview (FACTS)• Competing Behavior Pathway• SWIS Individual Student Report

• Review the “Big Five”– Average Referrals Per Day Per Month– Referrals by Problem Behavior– Referrals by Location– Referrals by Motivation– Referrals by Time

Function of Behavior

• It is hypothesized that the function of the students disruptive behavior is to gain attention adults within the classroom setting. The guiding principle for intervention in this case then is to provide high levels of adult attention to prevent problem behavior and when she is demonstrating appropriate behaviors. Additionally, to withdraw attention when she is displaying inappropriate behaviors (that can be ignored).

Additional Information to Consider

• History of Consequences

• Description of Incidents to determine the intensity of misbehavior.

• Are referrals from the same staff member all the time or have a variety of staff given student referrals?

Problem Behavior

• The student has obtained the most referrals due to instances of class disruption (57 minors/majors) and disrespect to students and staff (31 minors/majors) out of 148 total referrals this year.

• Instances of class disruption range from blurting out, wandering around the room, making noises to get attention, to making rude or disrespectful comments.

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

DesiredAlternative

.

TypicalConsequenceSummary Statement

ReplacementBehaviors

Function

Decreased levels of attention teacher, redirection provided by teacher to perform more appropriate behaviors.

Blurting out, wandering around the room, making noises, making rude comments.

Raise hand to participate, perform SLANT behaviors, use kind words when interacting with others

Student immediately gets attention from an adult when engaged in inappropriate behavior-

Utilize appropriate social skills (request assistance, initiate social interactions, and to maintain social interactions).

Positive social interactions, positive attention from peers and adults

Low levels of attention from peers or adults

Setting EventSupports

AntecedentSupports

ConsequenceSupports

BehaviorSupports

-Teach replacement behaviors

-Academic Behavior Skills Group: how to appropriately seek out peer and adult attention, SLANT Behaviors

Instruct entire class on SLANT Behaviors/Post SLANT posters and provide individual cue cards on each student desk.

-Prompt/Pre-correct replacement behaviors (Indv. DPR)

-Adults attends to (give attention to) appropriate behavior as they occur. -

Feathers for using replacement behaviors

-Lunch with staff member of her choice for meeting point goal two days in a row.

Adults conference with student regarding inappropriate behaviors only at the end of the class period.

Planned Ignoring

-Student will be called on as frequently as possible when she demonstrates a raised hand. -Student will be prompted that she will be called on next if she raises her hand and someone else is participating.

Using the Daily Progress Report

• Individualized Check In Check Out System- 3 replacement behaviors

• Raise your hand to participate in class• Perform SLANT Behaviors• Use kind words when interacting with others

• Student could earn up to two points for using each replacement behavior within each class period. Student carries Daily Progress report between classes, receives feedback, and points after each class period. Checks in in the morning and out in the afternoon with the school secretary.

Data-based Outcomes

• FBA/BIP began in Mid March (one week before Spring Break) and continued throughout the remainder of the school year.

• Mid-March to April– 75% of Average Daily Points, 7 minors, 1 major

• April to May– 82% of Average Daily Points, 10 minors, 1 major

• May to June– 85% of Average Daily Points, 7 minors, no majors