School-wide PBIS Tier 2 & 3 Year 3; Training 4

1. School-wide PBISTier 2 & 3Year 3; Training 4 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com

2. Tasks to Complete • Tier 2/3 Handbook (expand CICO Handbook) • I-PBIS Procedures • Additional Tier 2 Interventions (Breaks Are Better….) • FBA/BSP Process & Procedures • Complete FBA/BSP for at least 1 student • Prepare for BSP Implementation Plan meeting • Develop Evaluation Plan • Next training BRING FBA, BSP, Implementation Plan, Evaluation Plan, Data Collection form & Summary of Data (Student Outcomes & Implementation) • Complete Staff Assessment Survey – www.pbisassessment.org • Present CICO data to staff • Present Function-Based Intervention Module 1 & Module 4 – Present to Staff

3. Team Updates • Update on FBA/BSPs • How did it go? Successes? Challenges? Questions? • Module 1 & 4 training w/ all staff • Tier 2/3 – I-PBIS meeting • CICO updates • Complete SAS w/ staff on-line PBIS Ax

4. 2013-14 PBIS Training Schedule

5. FBA/BSP Case Review

8. Essential Characteristics of a Replacement / Alternate Behavior An appropriate Replacement Behavior: Serves the same function as the problem behavior Is easier to do and more efficient than the problem behavior Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior Is socially acceptable

10. Task – Competing Behavior Pathway Complete the BSP Critical Features Checklist for the Sample Case Provided Do the same for the case you have been working on

13. Antecedent Interventions Preventing Problem Behavior Prevention- Change the trigger that sets off the problem behavior Examine the Antecedent & Function of the Problem Behavior Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant) The best choices for Antecedent changes: Directly address the identified antecedent must address the function the problem behavior is serving

14. Antecedent Interventions Directly address the identified antecedent • Antecedent = Asked to read aloud in class • Potential options that more directly address the antecedent • Do not ask student to read aloud in class • Give student passage in advance to practice pre-reading • Let student read 1 sentence directions they are familiar with, instead of entire paragraphs from the text • Non-examples (do not directly address antecedent) • Move student closer to the teacher • Attend a counseling group about anger management • Check-in with teacher before reading group • Now, why is Function important?

16. Teaching Behavior Teaching Identify skill(s) to teach Dual focus when teaching behavior Alternate Behavior Desired Behavior ALWAYS START with the Alternative Behavior -FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway -Teaching = Review & practice regularly -THEN – teach the Desired Behavior -this may be something to focus on immediately, or only after the student is fluent with the alternative behavior

18. Consequence InterventionsReinforcing Behavior • Reinforcement should focus on 2 different sets of behaviors  Alternative Behavior & Desired Behavior • Reinforcing the Alternative Behavior • When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the outcome/ function of the problem behavior • E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks  then quickly provide the student with the easier assignment

19. Consequence InterventionsReinforcing Behavior • Reinforcing the Desired Behavior(s), or approximations of the desired behavior • The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior • Reinforcing this progression should start from the beginning of the intervention

20. Consequence InterventionsReinforcing Behavior • Considerations for Reinforcing Desired Behavior • The goals & expectations for desired behavior must be reasonable • Reasonable expectations of student behavior • EXAMPLE: on a daily basis the student is out of seat & off task the entire period & has not turned in any work the entire term • Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets • More Reasonable approximations (Start Small & Build on Success): • Turns in assignments 50% completed • On task and trying to complete work for 15 minutes each period

21. Consequence InterventionsReinforcing Behavior • Considerations for Reinforcing Desired Behavior • The timeframe for goals & expectations for desired behavior must be reasonable • In the Beginning try to Reinforce Every occurrence or approximation • Reasonable timeframes for Reinforcement • Probably NOTReasonable Timeframes for reinforcement • If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday • If student is in seat and on-task for the entire period, he will earn a candy bar • More Reasonable Timeframes for reinforcement • If student completes 5 problems, he can choose 3 problems to cross off the worksheet • If student is on task for 10 min., he will earn 4 min. of computer time

22. Consequence InterventionsReinforcing Behavior • Considerations for Reinforcing Desired Behavior • The reinforcer must be valued by the student • The function of behavior is a good place to start when identifying valued reinforcers • e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention • e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

24. Consequence InterventionsResponding to Problem Behavior • Responding to Problem Behavior should focus on 2 things: • Redirect to the Alternative Behavior • Breaking Habits: Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior ***If the problem behavior remains Functional, or continues to pay off, the individual is not likely to quit using it (break the habit)

25. 1. Redirecting to the Alternative Behavior • At the earliest signs of problem behavior, prompt the student to use the Alternative Behavior • When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the function of the problem behavior • This should also help to prevent escalation

26. 2. Breaking the Habit of the Problem Behavior • Make sure the problem behavior no longer continues to pay-off for the student… A  B C • If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student • Worst case scenario = continuing to provide a response to problem behavior the reinforces or pays-off the problem behavior

27. Breaking Habits Function = Seeking Attention • Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior • Student is making negative comments & throwing paper and small objects to get attention from adults • Limit attention – walk over to student desk, verbally praising & focusing on other students who are on-task, make a quick “stop” sign w/ shake of the head (no words) • NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min.

28. Active Extinction Function = Escape Task • Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior • Student is crumpling up work sheet, out of seat and loudly refusing to escape an undesired task • Limit escape – walk over to student and offer to help, stating you can do work now, or stay after school to complete work with me; you will have to do the worksheet (it’s important this is paired w/ task manipulations & teaching) • NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min. (provides escape); send student to the hall or office without work

31. Task – Implementation Plan Complete the BSP Critical Features Checklist for the Sample Case Provided Do the same for the case you have been working on

33. Evaluation Planning: Short- and Long-term Goals Short-term goal Focus on reducingproblem behavior andincreasingstudent’s use of the identified Replacement behavior & Use baseline data to develop a REASONABLE initial goal that student will be able to achieve Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal Long-term goal Focus on desired behavior& sustained reductions in problem behavior Begin by reinforcing approximations of desired behavior

34. Example Goals for Leroy • During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class. Behavioral Goals ( Always include mastery criteria ) What is the short-term behavioral goal? During Writing, Leroy will ask appropriately for an easier task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks. What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks. __5/1____ Expected date Short-term goal Increase Alt. Behavior &Reduce Problem Behavior + Approximation toward Desired Behavior Long-term goal Increase Desired Behavior & Reduce Problem Behavior

37. Task – Evaluation Plan Complete the BSP Critical Features Checklist for the Sample Case Provided Do the same for the case you have been working on

38. The Implementation Plan is used to record: : 3/21/11 1. The extent to which the plan is being implemented and… 2. Team evaluation decisions made, based on the data presented at the meeting Add more multi-digit problems Monitor Monitor Completed/ Discontinue 7 8

41. Team Task Review your Case Complete the BSP Critical Features Checklist

42. Implementation Fidelity • Professionals in education are experiencing cuts in funding and dwindling resources via time and adequate training. • Function-based behavior plans must be feasible and implemented as intended • The best developed plans make no difference if they are not implemented with integrity.

43. Barriers to Implementation • Lack of training • Lack of time • Difficulty implementing behavior plans in their setting. • Bambara, Goh, Kern, & Grace 2012 • Potential Solutions • Implementing a quality BSP requires an active team process. • The use of performance feedback shows promise in promoting implementation of PBSPs (Solomon, Klein, Politylo, 2012).

44. Reinforcement & Feedback • Studies show that reinforcement for teachers can be a factor in implementation fidelity (Cossairt, Hall & Hopkins, 1973). • Research indicates that frequent performance feedback results in a higher level of implementation fidelity (Jones, Wickstrom & Friman, 1997).

45. Research Questions • How does implementation fidelity vary as a function of: • Performance Feedback • Contextual Fit to Implementation • Training of Implementation? • Do student outcomes appear to be related to implementation fidelity?

47. Contextual Fit