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Coaching HS Staff to Implement PBS Methods to Address Children’s Challenging Behavior

Coaching HS Staff to Implement PBS Methods to Address Children’s Challenging Behavior. Mary Voorhees Carol Smith Tina Stanton-Chapman Martha Snell University of Virginia. S ocial C ompetence I n P reschool Project (SCIP).

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Coaching HS Staff to Implement PBS Methods to Address Children’s Challenging Behavior

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  1. Coaching HS Staff to Implement PBS Methods to Address Children’s Challenging Behavior Mary Voorhees Carol Smith Tina Stanton-Chapman Martha Snell University of Virginia

  2. Social Competence In Preschool Project (SCIP) The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A080016 to The University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.

  3. Outline Introduction Tier 1: Universal intervention Tier 2: SPSI intervention Tier 3: Individualized intervention Overall Positive Outcomes Discussion: Lessons Learned Q and A

  4. Introduction • Three-tiered intervention • Multiple probe design • Tier 1 across classrooms • Tier 2 & 3: across students Third tier: Individualized PBS strategies used with few children Second tier: SPSI strategies used with some children First tier: Universal PBS strategies used with all children

  5. ABC-PTR Problem-solving Process

  6. Classroom Staff Participants 6

  7. Child Participants 7

  8. Timeline

  9. Tier 1: Universal Positive Behavior Support (PBS) Third tier: Individualized PBS strategies used with few children Second tier: SPSI strategies used with some children First tier: Universal PBS strategies used with all children

  10. Participants

  11. Intervention Procedures

  12. Orientation Workshop Learner Outcomes

  13. Universal PBS Workshop Learner Outcomes

  14. Tier 1 Sample Initial ABC-PTR Action Plan

  15. Tier 1 Sample Follow-up ABC-PTR

  16. Child Behavior Classroom Fidelity Social Validity IOA (82%) IOA (93%) Measures

  17. Universal Child Behavior Code

  18. Procedural Fidelity Checklist: Universal Intervention

  19. Universal Social Validity Checklist

  20. Video Before and After Examples

  21. NAP = 0.50 NAP = 1.00 NAP = 1.00 NAP = 0.83 NAP = 1.00 NAP = 0.83 NAP = 0.83 NAP = 0.00 NAP = 0.54 NAP = 0.83

  22. Tier 2: Social Pragmatic Storybook Intervention (SPSI) Third tier: Individualized PBS strategies used with few children Second tier: SPSI strategies used with some children First tier: Universal PBS strategies used with all children

  23. SPSI Participants

  24. Intervention Procedures

  25. SPSI Workshop Learner Outcomes Define peer-related social competence and understand the consequences of poor peer relationships Learn how to identify children who would benefit from the tier 2 SPSI intervention Learn how to implement storybook reading procedures Learn how to set up the SPSI center and support children’s play using prompting strategies

  26. SPSI Play Materials Doctor Builder Grocery Hair Salon/Barber Animal Doctor

  27. Aaliyah and Thomas take turns adding blocks to the house.

  28. Tier 2 Initial ABC-PTR Action Plan

  29. Tier 2 Follow-up ABC-PTR Action Plan

  30. Child Behavior Fidelity Social Validity IOA (82%) IOA (98%) Measures

  31. SPSI Code for Child Behaviors

  32. SPSI Coaching Process

  33. SPSI Social Validity Scale : 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree Results were obtained from eight out of ten teachers, eight out of ten teaching assistants, and three coaches.

  34. Video Before and After Examples

  35. NAP = 0.87 NAP = 0.87 NAP = 0.87 NAP = 0.50 NAP = 0.60 NAP = 0.93 NAP = 0.26 NAP = 0.07 NAP = 0.13 NAP = 0.60

  36. Tier 3: Individualized Positive Behavior Support (PBS) Third tier: Individualized PBS strategies used with few children Second tier: SPSI strategies used with some children First tier: Universal PBS strategies used with all children

  37. Individualized PBS Child Participants

  38. Challenging Behaviors

  39. Intervention Procedures

  40. Individual Child Selection Process • Classroom staff complete: • Child Selection Checklist • Request for Assistance form • Referral form

  41. Individual Child Selection Checklist • Child with a repeated pattern of behavior (occurs every day or several days a week) over at least 2-3 weeks. The challenging behavior: • causes injury or potential injury to self (e.g., biting self, running out of class) • causes injury to others (e.g., hitting, biting) • damages the physical environment or materials (e.g., knocks over shelves, throws toys and breaks them) • interferes with teaching or learning (e.g., screaming, refusal to participate in activities) • socially isolates the child (e.g., making loud noises, hand flapping)  

  42. Individualized PBS WorkshopLearner Outcomes • Identify the criteria to determine the need for Individualized PBS • Become familiar with the five steps of the Individualized PBS process and the role of team members • Identify the next steps if a child in your classroom needs Tier 3 interventions

  43. Tier 3 Sample Initial ABC-PTR Action Plan

  44. Tier 3 Sample Follow-up ABC-PTR Action Plan

  45. Child Behavior Social Validity IOA: 99% IOA: 95% & 100% Fidelity Measures

  46. Global Child Behavior Code

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