SECONDARY INTERVENTIONS TRAINING - Day II

1. SECONDARY INTERVENTIONS TRAINING - Day II Teri Lewis Oregon State University

2. Welcome Back • NWPBIS Conference • February 26-28, Portland Oregon • Updates • Success and Challenges • Problem-Solving • Look ahead to Tier III

3. Universal –Tier I • School-wide discipline system for all students, staff, & settings that is effective for “80%” of students. • Clearly & positively stated expectations. • Procedures for teaching expectations. • Continuum of procedures for teaching expectations. • Continuum of procedures for encouraging expectations. • Continuum of procedures for discouraging rule violations. • Procedures for monitoring & modifying procedures.

4. Secondary – Tier II • Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. • Functional assessment based intervention decisions. • Daily behavioral monitoring. • Regular & frequent opportunities for positive reinforcement. • Home-school connection. • Individualized academic accommodations for academic success. • Planned social skills instruction. • Behaviorally based interventions.

5. Tertiary – Tier III • Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. • Functional assessment based intervention decisions. • Daily behavioral monitoring. • Regular & frequent opportunities for positive reinforcement. • Home-school connection. • Individualized academic accommodations for academic success. • Planned social skills instruction. • Behaviorally based interventions.

6. Secondary Interventions - Review Tim Lewis Consider Not fixed group Student’s needs vary across continuum over time and within academic/social area Least intrusive but matched to student need Effective and efficient

7. Critical Features • Intervention is continuously available • Rapid access to intervention (less than a week) • Very low effort by teachers • Positive system of support • Students agree to participate • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional behavioral assessment

8. Other Strategies • Behavioral contracts • Adult mentor/monitor • Targeted social skills instruction • problem solving • conflict management • Self-management programming • Academic restructuring

9. Other Tier II Strategies Part of a continuum – must link to school-wide PBS system Efficient and effective way to identify students Assessment = simple sort Intervention matched to presenting problem but not highly individualized

10. Guiding Behavioral Principles Think About Function of Behavior

11. Human behavior is important, understandable, & predictable Human behavior is learned Human behavior is malleable & teachable Behavior does NOT occur in a vacuum….it is affected directly by environmental events Guiding Behavioral Principles

12. Teach new behavior Encourage/establish infrequent & non-fluent behavior Establish positive relationship between the individual, others, & learning environment Strengthen specific replacement behaviors that compete with habitual undesirable behavior Why use positive reinforcement?

13. Events that occur after the behavior and serve to affect the probability of that behavior occurring again in the future under similar conditions Consequence(Wolery, Bailey, & Sugai, 1988)

14. Adding or taking away a consequence (Action) • May be presented (give) • May be withdrawn (take) • May be withheld • What happens to behavior(Effect) • Increase or decrease in behavior • No effect on behavior Manipulation of Stimuli

15. Aversive stimulus • When given, decreased likelihood of behavior in future • Positive punishment • When removed, increased likelihood of behavior in future • Negative reinforcement

16. Reinforcing stimulus • When given, increased likelihood of behavior in future • Positive reinforcement • When taken, decreased likelihood of behavior in future • Negative punishment

17. A Matter of Perspective • Always define the who and what you are interested in.

18. “Positive” = add or give “Negative” = take away or remove “Punishment” = decrease “Reinforcement” = increase Definitions

19. Positive Reinforcement • a behavior has an increased likelihood of occurring again if something is given after it occurs Reinforcement v. Punishment

20. Example 1: When Cleo yells out for teacher help during class, her teacher tells her to keep her voice down and try to figure it out on her own. Cleo’s yelling increases. • Example 2: When Caesar helps the teacher or a peer with an activity and he is praised by the teacher, he helps more often.

21. Negative Reinforcement • behavior has an increased likelihood of occurring again if something is taken away after it occurs

22. Example 3: When Hidalgo throws his work assignments on the floor, his teacher picks them, marks a zero on them, and takes them away. His throwing of work assignment increases.

23. Example 4: When Mana comes in the room, she notices that her teacher glares at her. As soon as she puts her homework immediately in the assignment box, her teacher stops glaring. Mana turning in of homework assignment at the beginning of class increases.

24. Example 5: When kids tease her, Petunia hits and kicks them, and the teasing stops. Petunia increasingly uses hitting and kicking when she is teased.

25. Positive Punishment • behavior has a decreased likelihood of occurring again if something is given after it occurs

26. Example 6: Whenever Ivar tries to answer a question in class, the other students make fun of his accent. Ivar frequency of answering questions in class decreases quickly.

27. Example 7: Every time Rodrigo visits the counselor’s office, the counselor makes him say something positive about himself. Rodrigo has stopped going to the counselor.

28. Negative Punishment • behavior has a decrease likelihood of occurring again if something is taken away after it occurs

29. Example 8: For every minute that she is out of her seat, Camilla’s teacher takes away 1 minute of the computer lab time that she has earned. Camilla’s out of seat behavior decreases.

30. Example 9: Alexxa really enjoys being in music class. When she is verbally aggressive, her teacher gives her a 2 minute visit to the room next door. Alexxa’s verbal aggressions decrease.

33. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

34. When the hallway supervisor catches Kleat running in the hallway, she stops him and tells him, “NO running? If I catch you again, you’re really goin’ to be in trouble. Kleat’s behavior is explained by ________________________________

35. “Nice work, Petunia. You’re really staying on task today.” Petunia’s on-task behavior decreases. Petunia’s behavior is explained _____________________________.

36. Rem skipped two class periods. The office assigned him 6 hours of community service with the custodian. The next week Rem skips 5 classes. Rem’s behavior is explained by _______________________________.

37. “Rhus, you owe me seven minutes of your recess time because you’ve been talking to your neighbors instead of working.” Rhus’ teacher notices that he doesn’t talk to his neighbors as much. Rhus’ behavior is explained by ________________________.

38. Jungo has learned that if continues to say “whine,” his mother eventually gives him what he wants. Sometimes he has to whine for 15 minutes, but eventually it works. Jungo’s behavior is explained by ________________________________ and Jungo’s mother’s behavior is explained by ___________________________.

39. As Floret walks done the hallway, she bumps into kids, pushes them aside, and yells at them to move. The other kids tell her to stop acting like an animal. Floret’s behavior is explained by _______________________________.

40. Whenever Ms. Taken gives the class an easy assignment for homework, they cheer and turn the homework in on time. Ms. Taken assigns more and easy assignments, especially on Friday. Ms. Taken’s behavior is explained by ______________________.

41. Preview of Tier III Intro to FBA-BIP

42. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

43. A systematic problem solving process for developing statements about factors that: • Contribute to the occurrence and maintenance of problem behavior, and • More importantly, serve as basis for developing proactive & comprehensive behavior support plans. What is FBA?

44. Students are not successful Interventions need to be developed Existing interventions need to made more effective and/or efficient Use FBA when…

45. Collect Information to determine function. • Develop testable hypothesis or summary statements and indicate functions. • Collect direct observation data to confirm summary statement. • Identify desired and acceptable replacement behaviors. • Develop behavior intervention plan. • Develop comprehensive BIP to ensure high fidelity implementation. • Develop on-going monitoring system. Steps in an FBA

46. Must be in operational, observable, or measurable terms. • To achieve high agreement between two people. Step 1 Defining behavior

47. Teacher interview, student interview, record reviewWhen Aaron sits next to preferred peers, he talks to them to gain peer attention. Aaron

48. Testable hypothesis (“objective guess”). • Write in observable terms. • If not confirmable, collect more information & restate. • Developed from review of assessment information. • Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events. STEP 2. Develop summary statement.

49. Testable Hypothesis Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

50. Testable Hypothesis Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Clear directions. Private teacher praise. Completes work.