Inclusion Activity Grounding by wuyunqing

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									Inclusion Activity
       Give One to Get One
• On an index card, note the following:
  – Name
  – Role in your school
  – Hopes and expectations for today and
    secondary practices
       Give One to Get One
• Find a partner you don‟t know, introduce
  each other, and share information from
  your card.
• Trade cards.
• Locate a new partner and share the
  information from your 1st partner.
• Trade cards.
• Find one more partner and share
  information from your 2nd partner.
           Outcomes
• Become familiar with secondary
systems and practices
• Create Check In/Check Out for your
school
• Learn basics of brief FBA
                 Agenda
•   Opening Activities
•   Secondary systems/practices overview
•   Creation of CI/CO
•   CI/CO Data Tool
•   Brief FBA
Working Agreements
Parking Lot
                                            Tertiary Prevention:
                                                Specialized
  SCHOOL-WIDE                                  Individualized
POSITIVE BEHAVIOR                          Systems for Students
    SUPPORT                 ~5%           with High-Risk Behavior

                                          Secondary Prevention:
                            ~15%
                                            Specialized Group
                                          Systems for Students
                                          with At-Risk Behavior
 Primary Prevention:
 School-/Classroom-
  Wide Systems for
    All Students,
  Staff, & Settings




                       ~80% of Students
School-Wide Systems for Student Success
       Positive Behavior Support
                                 Behavioral Systems

                    1-5%                Tier 3/Tertiary Interventions
                                        •___________________________
                                        •___________________________
                                        •___________________________

                       5-15%            Tier 2/Secondary Interventions
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                        •____________________________

                               80-90%   Tier 1/Universal Interventions
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                        •____________________________
                                          Illinois PBIS Network, Revised May 15, 2008.
                                          Adapted from “What is school-wide PBS?”
                                          OSEP Technical Assistance Center on Positive
                                          Behavioral Interventions and Supports.
                                          Accessed at http://pbis.org/school-wide.htm
    Positive Behavior Interventions & Supports:
      A Response to Intervention (RtI) Model

                              Tier 1/Universal
                             School-Wide Assessment
                          School-Wide Prevention Systems


                                   Tier 2/
.                                                                                Check-in/
                                                                                Check-out
                                 Secondary
                                                                      Social/Academic
    Daily Progress                                                   Instructional Groups
      Report (DPR)
          (Behavior and                                      Individualized Check-
            Academic Goals)         Tier 3/                  In/Check-Out,

      Competing Behavior           Tertiary
       Pathway                                     Brief Functional Behavioral Assessment/
                                                   Behavior Intervention Planning (FBA/BIP)
                                                Complex FBA/BIP

                                             Wraparound   Illinois PBIS Network, Revised Aug.,2009
                                                          Adapted from T. Scott, 2004
          Check In/Check Out


• For teachers, staff
• Daily positive adult contact
• Daily report card - Increased attention to
  behavioral goals
• Home-School partnership
• For all school settings
   Check In/Check Out (BEP):
         Who Qualifies

• More than a minimum number of
  referrals
• Across several different settings
• Not dangerous to self/others
• Adult attention is reinforcing
    Positive Behavior Interventions & Supports:
      A Response to Intervention (RtI) Model

                              Tier 1/Universal
                             School-Wide Assessment
                          School-Wide Prevention Systems


                                   Tier 2/
.                                                                                Check-in/
                                                                                Check-out
                                 Secondary
                                                                      Social/Academic
    Daily Progress                                                   Instructional Groups
      Report (DPR)
          (Behavior and                                      Individualized Check-
            Academic Goals)         Tier 3/                  In/Check-Out,

      Competing Behavior           Tertiary
       Pathway                                     Brief Functional Behavioral Assessment/
                                                   Behavior Intervention Planning (FBA/BIP)
                                                Complex FBA/BIP

                                             Wraparound   Illinois PBIS Network, Revised Aug.,2009
                                                          Adapted from T. Scott, 2004
    Social Skills/Academic Instructional Groups

•    Three types of skills-building groups:
     1) Pro-social skills
     2) Problem-solving skills
     3) Academic Behavior skills
     ** (Academic Content skills)

•    These are often the skill groups facilitated
     by social workers and psychologists.
    Positive Behavior Interventions & Supports:
      A Response to Intervention (RtI) Model

                              Tier 1/Universal
                             School-Wide Assessment
                          School-Wide Prevention Systems


                                   Tier 2/
.                                                                                Check-in/
                                                                                Check-out
                                 Secondary
                                                                      Social/Academic
    Daily Progress                                                   Instructional Groups
      Report (DPR)
          (Behavior and                                      Individualized Check-
            Academic Goals)         Tier 3/                  In/Check-Out,

      Competing Behavior           Tertiary
       Pathway                                     Brief Functional Behavioral Assessment/
                                                   Behavior Intervention Planning (FBA/BIP)
                                                Complex FBA/BIP

                                             Wraparound   Illinois PBIS Network, Revised Aug.,2009
                                                          Adapted from T. Scott, 2004
Functional Behavior Pathways



Setting   Triggering    Problem      Maintaining   Function

Events    Antecedent    Behavior     Consequence


                       Replacement
                        Behavior
What is function-based support?

• Defines the maintaining consequences of
  the problem behavior
• Defines the triggers that set off problem
  behaviors
• Replaces problem behaviors with positive
  alternative behaviors
                  3-Tiered System of Support
             Necessary Conversations (Teams)
Universal      Secondary          Problem Solving          Tertiary Systems
 Team         Systems Team             Team                      Team
             Uses Process data;                            Uses Process data;
Plans SW &                        Standing team; uses      determines overall
Class-wide   determines overall   FBA/BIP process for
                intervention                                  intervention
 supports                         one youth at a time        effectiveness
               effectiveness




Universal        CICO
Support                               Brief
                 SAIG                                   Complex       WRAP
                                      FBA/
                                       BIP              FBA/BIP
                 Brief
                FBA/BIP
               Teaming at Tier 2
Secondary Systems Planning „conversation‟
  – Monitors effectiveness of CICO, S/AIG, and Brief
    FBA/BIP supports
  – Review data in aggregate to make decisions on
    improvements to the interventions themselves
  – Students are NOT discussed
Problem Solving Team („conversation‟)
  – Develops & monitors plans for one student at a time
  – Every school has this type of meeting
  – Teachers and family are typically invited
           Team Time
     Secondary Conversations
• When are secondary systems
  conversations going to occur at your
  building?
• Who will be included in those
  conversations?
• When are secondary problem-solving
  conversations happening at your school?
• Who is included in those conversations?
           N u m b e r o f R e fe rra ls p e r S tu d e n




                        10
                                      20




           0

Students
                                                   Referrals per Student
           Using Your Data
• Looking at your behavioral data broken
  down by student.

  – What group of students qualify for secondary
    interventions?

  – What percentage of your population is this?
   Establishing
Check In/Check Out
 at Your School
               (CICO)


 Video   BEP
             Check in
• Central location
• Greet students
• Collect yesterday‟s signed DPR
• Check bags/backpacks
• Provide supplies
• Acknowledgement for completing
  requirements
• Prompt to have a good day
              Check Out
• Move quickly
• Recognize student for choosing to come to
  check out
• Collect a copy of the DPR
• Acknowledge if daily goal has been met
• Prompt for a good day tomorrow
• Send DPR home for signature
Check In/Check Out Coordinator
    *”SOMEONE THE STUDENTS ENJOY
             AND TRUST”*
•   Enthusiastic
•   Lead check-in and check-out
•   Enter data daily
•   Create graphs for meetings
•   Maintain records
                Team Time

• Who will be your CI/CO coordinator?
  – More than one person needed?


• Where will CI/CO take place?
  – Central location?
  – Go to students? (esp. younger)
        Teacher‟s Role
Greet/Prompt student(s) at beginning of
each class/activity

Reinforce/Prompt student during class


Rate DPR at end of each class/activity


Review DPR ratings with student at end
of each class/activity
Role Play
   Student Acknowledgement


• PRAISE, PRAISE, PRAISE

• Positive adult contact
Student acknowledgement – Tying into
      the School Wide System

• SW dollars, mini-store at checkpoint
  – Accelerated value/redemption?
• “Fast Pass” for School Market, lunch line
• Wall of stars – prominent placement
• Morning video (or booster training) guest
  star
             Team Time
Develop an acknowledgement system for
 students on CI/CO

    Will it be tied to SW system?
    What? When? Who?
      Daily Progress Report
             ( DPR )
• At least 2 copies
• Portable
• Group vs. Individualized goals
  – age appropriate, start with “rule”
• Reflect all areas of school
• Reflect all activities/time periods
• Clear, concise, understandable for
  students, families and staff
                       Adapted from Crone, Horner & Hawken (2004)
                                                                    Points Possible: ______
                                 Daily Progress Report
                                                                    Points Received: ______
Name: __________________________ Date: ____________
                                                                    % of Points:    ______

Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow    Goal Achieved? Y N


GOALS:
                         HR       1st    2nd     3rd    4th     L   5th       6th


    BE RESPECTFUL


    BE RESPONSIBLE


    BE ON TIME


Comments:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Parent Signature(s) and Comments: _______________________________________________
                                     Daily Progress Report                         Points Possible: ______
                          Adapted from Crone, Horner & Hawken (2004)               Points Received: ______

  Name:                                                          Date:             % of Points:    ______

                                                                                   Goal Achieved? Y N
Rating Scale:             = Good day: 3 points            = Mixed day: 2 points
                                    =Will try harder tomorrow: 1 point
 GOALS:
                         Calendar      Reading   Spelling &   Math       Lunch    Centers
                                                 Writing

    Hands to self
    (Be Respectful)

    Finish all work
    (Be Responsible)

    Keep chair legs on
    floor (Be Safe)


Teacher comments:



Parent Signature(s) and Comments:
         Establishing goals
• 80% of total points possible
  – May be adjusted for some students
     • Better to do this before CI/CO starts, rather
       than after the CI/CO has started and the
       student has experienced failure
  – During introductory meeting (or after any
    changes), let students know what their
    target point total should be
     • Check for understanding
 Graduating from the Program
• 80% or better for at least 4 weeks, on a daily
  basis
• Consult with teacher(s), team
• Meet with student to introduce graduation
  process
  – Show data
  – Explain how to use rating card/how to judge own
    behavior
  – CELEBRATE!
• Talk with parent about graduation, how they
  can continue to support their child
               Team Time
• Data Rules
  – Who enters CI/CO
  – What is daily percentage goal
  – When do students graduate
• Tracking Tool
  – Enter data rules on Tracking Tool
Data Tracking Tool
               Team Time
• Creating CI/CO Daily Progress Report
  – Tie into SW expectations
  – How is the day broken up?
  – What is your point scale?
  – Who will complete the sheet if not completed
    today? And by when?
         Getting the Word Out

• Avoid stigmatizing students

• Make participation appealing

• Allow for opting out
                   Staff Training
• Explain CI/CO mission, culture, process, forms
   – Candidates for program
      • Program capacity, prioritizing, time to placement
   – Rating students‟ behavior (Completing the DPR)
      • Giving effective feedback during and after class
      • Graduating from the program


 Training for Coordinators

 Training for full staff (ex: staff meeting)

 Booster sessions
   – Opportunities to practice, review forms
          Parent Introduction

• Positive

• Collaborative

• Brief
        Student Introduction
• CI/CO as an opportunity
• Earn more acknowledgements
• Earn respect of peers
• Emphasize positive culture of CI/CO
• Publicize CI/CO achievements (with
  permission)
• Incorporate into school‟s culture
               Work Time
• Training for coordinator
• Training for staff
• Introduction/invitation to parents

  – Who?
  – When?
  – Where?
  – How?
Secondary Interventions

Function based behavior support
    Positive Behavior Interventions & Supports
     A Response to Intervention (RtI) Model
                                Universal
                            School-Wide Assessment

                         School-Wide Prevention Systems

                               Secondary
 SWIS & other                                                    Small Group
School-wide data                                                Interventions
      BEP & group                                         Group interventions with
                                                          An individualized focus
     Intervention data              Tertiary
                                                     Simple FBA/BIP
  Functional assessment tools/                 Multiple-domain FBA/BIP
  Observations/scatter plots etc.
                                           Wraparound
                                                            Revised August, 2007 IL-PBIS
         SIMEO tools: HSC-T, RD-T                           Adapted from T. Scott, 2004
          Guiding Principals
• Human Behavior is important, understandable,
  and predictable
• Human Behavior is malleable or changeable
• Human behavior occurs within an environmental
  context, not a vacuum
• Human behavior is learned, and can be
  taught/affected by manipulating aspect of the
  environmental context
  Context for Positive Behavior
            Support
• A redesign of the environment, not the
  redesign of individuals

• Plan describes what we will do differently

• Plan is based on identification of the
  behavioral function of problem behaviors
What is function-based support?

• Defines the maintaining consequences of
  the problem behavior
• Defines the triggers that set off problem
  behaviors
• Replaces problem behaviors with positive
  alternative behaviors
Functional Behavior Pathways



Setting   Triggering    Problem      Maintaining   Function

Events    Antecedent    Behavior     Consequence


                       Replacement
                        Behavior
Function of Behavior
Functional Behavior Pathways
    Russell



 Setting    Antecedent    Problem      Consequence   Function
Issues at   No teacher   Disruptive      Teacher      Access
  home       attention     noises       attention     teacher
                                                     attention
Independ.
work time                Replacement
                          Behavior
                         Raise Hand
     case example
Choose one student familiar to all
         in the group
           Problem behavior
• What is the behavior of concern
  – Describe in measurable, concrete ,observable
    language – what you see, what you hear
  – How often, how long, how severe ( frequency,
    intensity, duration)
    Triggering antecedents (fast
              triggers)
• What happens before the behavior
  occurs? Immediate precipitating
  variables…
  – People, places, environment (sensory
    stimulation: auditory, visual, kinesthetic,
    olfactory), expectations, communications,
    demands, requests
   Setting events/slow triggers
• Conditions under which the problem
  behavior is more likely to occur
  – Environmental, factors that are internal to the
    child ( mental health, medication), basic
    needs (safety , food, sleep), psychological
    needs (belonging, emotional safety), trauma
    related
  – Does the behavior occur in a particular place,
    with particular peer groups/adults, structured
    vrs unstructured settings/activities
  Maintaining consequences

• What happens immediately following
  the behavior?

  – Adult imposed consequences
  – Natural, non-intended
      Replacement Behavior
• Must maintain the same function for the
  student with the same accuracy and
  efficiency as the problem behavior
                  Function
• What do they get?
  – Social attention
  – Objects/access to activities
  – Sensory stimulation
• What do they avoid?
  – Aversive task/activity
  – Aversive social contact
  – Aversive sensory stimulation
          Triggering    Problem      Maintaining
Setting                                              Function
          Antecedent    Behavior     Consequence
Events


                       Replacement
                        Behavior




Setting   Triggering    Behavior     Consequence
events      events      teaching      modification
               Wrap Up
         Action Plan Completion
• Review action plan



• Additions?

								
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