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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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