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PASS Positive Approach to Student Success

PASS Positive Approach to Student Success. Inclusion for Students with Behavior Disorders by James R. Poole, B.A. & Hope Caperton -Brown, Ed.D . Kristy O’Brien, M. Ed.-Secondary Behavior Specialist Shelia Reeves-LSSP Jennifer Ayers-LSSP Jackie Jones, M. Ed.-Diagnostician

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PASS Positive Approach to Student Success

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  1. PASSPositive Approach to Student Success Inclusion for Students with Behavior Disorders by James R. Poole, B.A. & Hope Caperton-Brown, Ed.D. Kristy O’Brien, M. Ed.-Secondary Behavior Specialist Shelia Reeves-LSSP Jennifer Ayers-LSSP Jackie Jones, M. Ed.-Diagnostician Temple ISD

  2. Agenda • What is PASS/OASIS? • Where did PASS come from and how effective has it been? • Why change our approach to addressing behavior? • How are we initiating the PASS/OASIS process in TISD?

  3. What is PASS? • Comprehensive program that incorporates practices consistent with IDEA and NCLB • Incorporates positive behavior supports • Scientifically-based researchpractices and interventions • Behavior students are educated in the inclusive setting, where they have access to the general curriculum and "highly qualified teachers"

  4. What is PASS? • A framework for managing the behavior of students identified as Emotionally / Behavior Disordered or displaying high-risk behaviors • A non-level / individualized approach • Based on teaching behavioral expectations primarily in mainstream (inclusive) settings • Utilizes daily behavioral evaluation software and weekly behavioral analysis to guide intervention using a FBA approach

  5. Autism Interventions • Behavioral Interventions – research suggests that early, intensive behavioral interventions may improve outcomes for children with autism and help the children achieve their maximum potential. • Sensory Integration – integration and interpretation of sensory stimulation from the environment enhances cognition.

  6. Teaching students with Autism • Use visuals • Avoid long strings of verbal instruction • Encourage development of child’s special talents • Use child’s fixations to motivate school work • Use concrete, visual methods to teach number concepts • Let child use a computer instead of writing • Protect child from sounds that hurt his/her ears • Place child near a window and avoid using fluorescent lights • Don’t ask child to look and listen at the same time • Teach with tactile learning materials • Use printed words and pictures • Generalize teaching

  7. Strategies & Interventions Applied Behavior Analysis (ABA) Antecedent-Based Interventions (ABI) Differential Reinforcement Discrete Trial Training (DTT) Cognitive Behavioral Therapy (CBT) Computer-Aided Instruction Pivotal Response Training (PRT) Extinction Picture Exchange Communication System (PECS) Naturalistic Intervention Prompting Reinforcement Self-Management Sensory Differences Social Narratives Task Analysis Structured Teaching Time Delay 5-point scale Visual Supports

  8. Focus of PASS/OASIS • Academic and behavioral success • Dignity and respect • Collaboration team efforts • Helping students develop adaptive and socially acceptable behaviors • The student is provided a reasonable chance to succeed

  9. Instead of relying on unsuccessful punishment procedures, PASS & OASIS encourages positive learning environments and teaching behavioral skills.

  10. District Celebrations • Continued partnership with TISD and district-wide implementation of Positive Behavior Interventions and Supports • Much success with initial attempts to serve students with severe behaviors; however, we still have room for improvement. • Strong administrative and faculty support to tackle the most difficult of challenges and educate all students.

  11. Why change? • After reviewing ourTISD data, we saw glaring evidence that we are loosing our children to suspensions, dropouts, and full time placements in the alternative school setting. There seemed to be a “gap” in the continuum of behavioral interventions in our district.

  12. TISD Data: Areas of Concern • We first looked at many students data and then decided to begin looking at individual student data. • This lead us to realize some students were not responsive to traditional behavioral interventions. • We learned of new interventions to help our kids feel better about themselves and allow them to succeed in a setting with their peers.

  13. Behavior Referral Process and Student Support Teams 1.Identify student with behavior concerns in Tier I setting. 2. Meet with team to discuss Tier II interventions. 3. Implement Tier II strategies. • Collect data (discipline, attendance, grades, etc.) • Data based decision making • Possible referral for wrap-around services 4. Meet with team to discuss interventions that were tried & data that was collected. 5. Committee comes to a decision about Tier III interventions. • If the decision is made for the student to go into the PASS program, a date will be set for the student to begin Phase 2: Orientation of PASS

  14. PASS Phases

  15. They need us…

  16. So this does not become a reality.

  17. Temple ISD • Providing a Global Education, Right Here in Central Texas.

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