Day One of Year 3

1. Day One of Year 3

2. Critical Elements • PBIS TEAM • FACULTY COMMITMENT • EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE • DATA ENTRY AND ANALYSIS PLAN ESTABLISHED • GUIDELINES FOR SUCCESS AND EXPECTATION • REWARD/RECONGITION PROGRAM ESTABLISHED • LESSON PLANS FOR TEACHING GFS & EXPECTATIONS • IMPLEMENTATION PLAN • CRISIS PLAN • EVALUATION

4. Team Approach Universal Screeners RtI Behavior Evidence Based Support Intervention Fidelity Progress Monitoring Data Base Decisions

5. Tier 3 Basics • Functional based behavior planning process • Family Therapy • Multi-systemic wrap around services • Cognitive behavioral therapy

6. Remember your 25 minute meeting? When completed you have a behavior plan. If that is Not enough, you are ready to move to the Tier 3 Intervention of a Behavior Intervention Plan . . .

7. Writing a B.I.P… a Process • The Functional Behavior Assessment (FBA) leads to • The Behavior Intervention Plan (BIP)

8. Functional Behavioral Assessment (FBA) FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

9. WHY FBA? • Leads to effective interventions • Best practice for service delivery • Offers legal protection to district

10. Assumptions Underlying FBA Behavior is learned and serves a specific purpose. Behavior is related to the context within which it occurs.

11. The FBA is a process to identify: a clear description of the problem behavior(s) as reported by Parent(s), Teacher(s), and/or other School Staff; times, situations, and locations that the problem behavior(s) tend to occur; positive and negative consequences that follow the problem behavior(s); and, the hypothesized function of the problem behavior(s).

12. Questions to Address: Who What When Where Why How

13. Methods for Conducting FBA Indirect: Anecdotal Surveys Notes Interviews Direct(Descriptive): Observational Data collection

14. Indirect Methods:Examples MAS - Motivational Assessment Scale FAST- Functional Analysis Screening Tool PBQ- Problem Behavior Questionnaire

15. Step 1… Gather and Analyze Data • Review pertinent records (previous interventions, office referrals, academic records, Full and Individual Evaluation {FIE}, behavior logs, observations, etc…) • Gather information from all adults directly involved with the student (e.g. parent(s), teacher(s), administration, etc…) • Observe the student during times of difficulty and success

16. FUNCTIONS OF BEHAVIOR To Get • Get adult attention • Get peer attention • Get a reward or some tangible item • Gain access to a preferred activity • Escape/avoid an undesired activity/task • Escape/avoid a difficult task To Get Out of

17. Other Information: • Times, activities, and individuals when behavior is most or least likely to occur • Conditions that are typically associated before or after the target behavior • Common setting events associated with the behavior • Other behaviors that may occur before or with the target behavior pages 10-

18. Setting Events Target Behavior Function(Reinforcer) Antecedent Summary Statement Model

19. Example Statements: 1. When the teacher’s attention is withdrawn or focused on another child,2. Zoe makes noises;3. this results in the teacher scolding and moving closer to Zoe. 1. When all the student attention is on the teacher,2. Terry interrupts the class with comments;3. the students laugh at Terry’s comments. 1. When Kim finishes work before the rest of the class,2. Kim scribbles on the desk;3. this results in the teacher giving Kim some work to do.

20. Behavior Intervention Plan (BIP) The summary statement is the foundation for a positive and supportive plan. page 11

21. Behavioral Intervention Plan Model Desired Behavior Reinforcement Setting Event/Antecedent Target Behavior Reinforcement (< R+) Acceptable Alternative Reinforcement(Function) Antecedent Modifications

22. Let’s Meet Taylor When the teacher gives Taylor work to do, Taylor whines and cries about too much work to do. The whining becomes so disruptive to the class that the teacher tells Taylor to just do some of them. Taylor then does about half of them.

23. Behavioral Intervention Plan Model for Taylor Uses social skills Attention Taylor whines Control/Escape Work Assigned Making deposits by giving choices. Teacher attention & praise- ignore whining. Give choices & Precorrects for following directions Use “I need” statements

24. Let’s meet Terry Terry interrupts the teacher 63 times in a 30-minute period. Terry frequently receives responses from other students in the class.

25. Accepts instruction Positive feedback Terry interrupts the teacher Terry gets attention from peers Attention is on the teacher Earns “teaching time” which gives peer attention Terry earns tickets for not interrupting Token Economy Behavioral Intervention Plan Model for Terry

26. Promoting Self-Management Self-monitoring (e.g., the child tracking own performance by logging incidents such as speaking out of turn) Self-reinforcement(e.g., taking a break following completion of a specific number of math problems, recruiting praise from an adult for use of a particular social skill) Self-correction(e.g., child uses behavioral checklist to evaluate own performance at the end of each class period)

27. Crisis Management If the child’s behavior poses a significant risk to self or others, a plan to ensure safety and rapid de-escalation needs to be developed. Crisis plans are reactive, rather then proactive. Team members may require outside training to implement procedures.

28. What is a BIP? • The BIP is NOT a disciplinary plan, nor does it replace the regular district code of conduct. • The BIP is strategies for the ADULTS to follow

29. BIP SHOULD NOT • Target only the inappropriate behavior • Simply list increasingly more severe punishments for the inappropriate behavior • Focus on consequences alone Kids have long since acclimated to punishers

30. BIP…Intervention Strategies Identify possible strategies that will teach objectives/replacement behavior(s): ➲ Direct Teaching of replacement behaviors and coping skills. ➲ Role-Playing ➲ Identification of Environmental Supports

31. BIP…Reinforcers and Consequences Identifyreinforcers and consequences that will likely increase the desired replacement behavior(s). How do we discover what is likely to be desired?

32. BIP… Mastery Criteria Keeping the baseline in mind, determine criteria to be achieved by designated evaluation period. page 11

33. BIP…Evaluation of Interventions • Determine how the objectives will be monitored and method of data collection. • ➲ (daily point sheets, tickets, weekly charts, • monthly graphs, behavior logs, etc.)

34. Determine who is responsible for: • implementing the objectives/interventions • teaching the replacement behavior(s) • reinforcing the student • ensuring that all staff involved have copies of (and understand) the objectives/interventions • monitoring to ensure the interventions are being followed consistently • documenting and collecting data and evaluating the intervention

35. A process… What if the inappropriate behavior continues? If after a period of time (2-3 weeks or more), the BIP does not appear to be working, then the BIP should be reviewed and revised.

36. A Process … Be Prepared! • Remember • Behaviors often worsen before they get better … • be prepared … it is a sign of progress!