PBIS-NH Targeted Team Training: New Thinking, Review and Practice

1. PBIS-NH Targeted Team Training: New Thinking, Review and Practice Presented by Eric Mann & Howard Muscott October 24, 2008

2. Targeted Team Training: Agenda • New thinking and Review of recommended system and practice features at the targeted level, including: • Criteria for students not responding to universal systems • Targeted Group Interventions • FBA & BSP • Develop team action plan through June • Differentiated team time with NH CEBIS coaching to assess and improve the quality of behavior support plans &/or work on action items

3. The PBIS Triangle: A Continuum of Care and Education Supports Effective School-wide & General Education Classroom Systems Instructional & Behavior Management Practices Systematic Screening Positive Parent Engagement Primary Prevention: ~80% An Efficient Primary Intervention for Early Non-Responders to School-Wide and Classroom Prevention and Response Systems (e.g. scheduled feedback) An Array of ‘Function-Based’ Group Interventions for Non-Responders to School-Wide Systems or Early Primary Intervention Mann & Muscott (2007) Secondary Prevention: ~15% Individualized Function-Based Support Plans for School-Wide & Group Non-Responders School-based Intensive Supports Coordinator Intensive Support Plans & Crisis Intervention School-based Intensive Supports Links to Wraparound-NH Facilitation Links to Community Collaboratives Tertiary Prevention: <5% Links to MH and other Community-Based Supports

4. The PBIS Triangle: A Continuum of Care and Education Supports An Efficient Primary Intervention for Early Non-Responders to School-Wide and Classroom Prevention and Response Systems (e.g. scheduled feedback) An Array of ‘Function-Based’ Group Interventions for Non-Responders to School-Wide Systems or Early Primary Intervention Secondary Prevention: ~15% Mann & Muscott (2007) Individualized Function-Based Support Plans for School-Wide & Group Non-Responders School-based Intensive Supports Coordinator

5. SYSTEMS 1. Targeted Team and Processes 2. Data-Based Decision Making DATA Secondary Prevention Targeted Approaches A Function-Based Perspective 3. Communication with Staff and Families 8. Behavior Support Planning 7. Functional Assessment 4. Early Identification and Referral Processes Muscott & Mann (2007) 6. Targeted Group Interventions 5. Teacher Check, Connect, Expect PRACTICES SAU/District-wide Administrative Team Universal Primary Prevention

6. Knowledge about the Student Knowledge about Behavioral Theory Knowledge about the Setting Targeted Team Requires Multiple Forms of Knowledge Knowledge about Data-based Decision Making Knowledge about Mental Health Knowledge about Families Adapted from Horner (2006)

7. PBIS-NH Secondary Systems Logic Model Muscott (2008) PBIS Primary Prevention System Implemented w/ Fidelity Vast Majority of Students Respond PBIS Secondary Processes Implemented with Fidelity Early Identification of At-Risk Students Efficient Initial Intervention Implemented Effective with Many At-Risk Students Targeted Group Interventions Implemented Effective with Additional At-Risk Students FBA & Behavior Support Plans Effective with Additional At-Risk Students

8. SYSTEMS DATA Secondary Prevention Targeted Approaches A Function-Based Perspective 4. Early Identification and Referral Processes Muscott & Mann (2007) PRACTICES

9. Determining Criteria for When Students Are Not Responding to School-Wide Supports: Assure Universal Supports Have Occurred Mann (2008)

10. Determining Criteria for When Students Are Not Responding to School-Wide Supports: Behavior and Frequency Criteria Mann (2008)

11. Procedure Outcomes for Referral to Secondary Supports • Student meets criteria for non-response/ Primary supports implemented with fidelity • Staff know the types of concerns that are appropriate to trigger secondary level supports • Staff know what informal/ formal steps to take prior to referral • Staff know how to initiate the process and what to expect when a student is referred • Staff know what information must be available at an initial meeting

12. Procedure Outcomes for Referral to Secondary Supports • Staff know what “function” means • Staff think about predictors before referral • Staff are trained in conflict cycle, de-escalation techniques • Staff are trained in effective family engagement practices

13. Teacher Check, Connect and Expect Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems

14. Teacher Check, Connect and Expect (TCCE) is a highly efficient, early, systematic response for students who do not respond to primary systems of behavior support. TCCE occurs prior to implementing more sophisticated/ less efficiently accessed secondary supports. Teacher Check, Connect and ExpectMann and Muscott (2007)

15. TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to students for exhibiting expected classroom behaviors. Feedback is linked to school-wide expectations. Effect on behavior is monitored using data-based decision-making. Teacher Check, Connect and ExpectMann and Muscott (2007)

16. TCCE offers an immediate/ low effort approach whereby teachers: Greet students at the beginning of the day/ beginning of class (MS/ HS) Rate behavior on a daily report card at scheduled intervals throughout the day Provide brief end of day review, feedback and encouragement on student performance relative to pre-established criteria Teacher Check, Connect and ExpectMann and Muscott (2007)

17. Potential Benefits of Involvement in Teacher Check, Connect and Expect Increases positive teacher-student contacts prior relationship damage caused by repetitious conflict Early, effective, efficient response to emerging problem behavior before chronic & ingrained Increased recognition for following expectations Increased opportunity for home-school communication & partnership Connects logically/ easily to school-wide expectations Measurable assessment of progress -- helps determine if interventions are working Provides data useful for identifying predictors of behavior should functional assessment be needed

18. Teacher Check, Connect and Expect A Helpful Outcome is Almost Guaranteed! Either: • Improves student behavior OR • Provides useful data with greater precision to help Targeted Team with assessment of function

19. Student Nominated for Teacher Check, Connect and Expect Systematic Screening Meets Criteria for Non-response to Primary Supports Teacher or Parent Referral Mann & Muscott (2007) Parental Approval / SC Coach Assigned Review Meeting Date Set Teacher(s) ‘Coached’ CCE Implemented CCE Coach Summarizes Data Keeps Targeted Team informed CCE Card with SW Behavioral Expectations Provided in AM Classroom Teacher feedback at set intervals throughout day Meet after 20 School Days with Student, Teacher, Parent to Review Progress One Minute Review at end of day with Classroom Teacher / Lead Teacher Sheet to Coach Consider Different Support Revise Program Exit Program

20. Learning Zone Progress Card Be Safe, Considerate and Do the Right Thing! 3 = Strength 2 = Showed Both Strength AND Need 1 = Need 0= Major Office Referral

21. DATA SYSTEMS Secondary Prevention Targeted Approaches A Function-Based Perspective Muscott & Mann (2007) 6. Targeted Group Interventions PRACTICES

22. Targeted Group Interventions TGIs address groups of students who: • Fail to respond to system of primary supports • Are not currently engaging in dangerous or extremely disruptive behavior • Share similar functions based on a functional assessment, and/or require similar skill development Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002

23. Function ‘To Get or Avoid’ that is the Question

24. Targeted Group Interventions and Functions of Behavior • Access Adult Attention/Support • The Behavior Education Plan (BEP) • Mentoring Programs • Access Peer Attention/Support • Social Skills Instruction • Peer Mentoring • Self-management Programs • Access Academic Support (function: academic task escape) • PASS Program • Homework Club • Peer Tutoring

25. Procedures for Assigning Students to Targeted Group Interventions • Student does not respond to primary supports or TCCE and there is confidence in a hypothesis of function • T-Team & teacher(s) view available TGIs and determine if there is a good fit based on student function & skills • If no match, initiate procedure to develop function-based BSP

26. Procedures for Assigning Students to Targeted Group Interventions 3. T-Team provides student information to lead staff member of the TGI that matches to determine if/ when the intervention could begin 4. Parent is contacted/ engaged; options discussed; permission provided 5. Meeting with student & parent is scheduled • Program information, expected outcomes discussed, 1st review meeting scheduled 6. Student agrees to participate/ contract signed by student & staff.

27. Antrim Elementary School 07-08A Piloting of Practices Year • Enrollment is approximately 150 • The Triangle for 07-08 • 85% Green; 13% Yellow; 2% Red • Teacher Check, Connect, Expect • Targeted Groups • Math Club; Walking, Running Club, Mural Makers Club • Mural Makers – Six students • 9/1 – 2/28 22 ODRS or 3.7 month • 3/1 – 5/21 1 ODR of .3 month

28. SYSTEMS DATA Secondary Prevention Targeted Approaches A Function-Based Perspective 8. Behavior Support Planning 7. Functional Assessment Muscott & Mann (2007) PRACTICES SAU/District-wide Administrative Team Universal Primary Prevention

29. Function- Based Behavior Support Plans Function of Behavior: What is gained or avoided as a result of the behavior (i.e. what motivates the behavior and makes it likely the behavior will repeat given similar context) FBA: A process to identify the reliable predictors of behavior resulting in a hypotheses of the ‘function’ of behavior Function-based BSP: A strategic support plan that incorporates teaching, identified ‘function’ and strengths to create increased likelihood that student will engage in more frequent socially and academically appropriate behavior

30. Behavior Pathway A practical goal of an FBA is to develop a reliable behavior pathway for problem behavior routines

31. Testable Hypothesis: Simple Behavior Pathway Maintaining Consequence Triggering Antecedents Problem Behavior Setting Events Function?

32. FBA to Behavior Support Plan Once a reliable pathway is determined, a function-based plan is developed by influencing the components along the pathway and by assuring that function can be efficiently met through positive rather than problem behavior

33. Typical Result Desired Behavior COMPETING PATHWAYS Maintaining Consequence Problem Behavior Setting Event Trigger Replacement Behavior Function? Behavior Support Planning Setting Event Manipulations (Make Problem Behavior Unnecessary) Antecedent Manipulations (Make Problem Behavior Unnecessary) Behavior Teaching (Make Problem Behavior Inefficient) Consequence Manipulations (Make Problem Behavior Ineffective)

34. FBA/BSP Fidelity of Implementation Evaluation ToolMuscott, Benjamin, Bradley, Gersten, and Mann (2007) • 20 item tool to evaluate features and skills • Five Features • Develop a Behavior Pathway and Summary Statement • Developing Replacement Behavior Based on Function • Identify Strategies For Behavior Support Plan • Develop a Plan to Monitor Progress • Develop a Detailed Action Plan to Implement the BSP

37. Cohort 3-5 Behavior Support Plans: Common Problems • Not including quantifiable baseline data when defining problem behavior • Jane moves from her seat, speaks out, taps, and/or talks with peers or adults. • Not breaking out function by routine • Jill skips classes, is disrespectful to teachers, and “flips out” to access more time with/attention from friends.

38. Trying to address multiple problem behaviors and multiple functions

39. Cohort 3-5 Behavior Support Plans: Common Problems • Not matching replacement behavior with function • Problem behavior and stated function: Jane moves from her seat, speaks out, taps, and/or talks with peers or adults in order to get interactions with others and to be able to move after long periods of sitting. • Replacement behavior: Jane will display a break sign to take a one minute walk to the bubbler or to quietly change seats.

40. Cohort 3-5 Behavior Support Plans: Common Problems • Inadvertently reinforcing problem behavior • When Jill is disrespectful in class, she should be sent to her guidance counselor, Ms. Jones, during class time to discuss her inappropriate behavior. • Not selecting punishment strategies that will reduce the likelihood that problem behavior will reoccur • When Jane skips classes she will receive detention.

41. Cohort 3-5 Behavior Support Plans: Common Problems • Not incorporating strengths in reinforcement strategies • Not including target/outcome behaviors (quantifiable criteria for success) • Bill and his parents will meet with his teachers after 4 weeks to review his progress as reflected by his contract cards. • Submitting data collection forms that do not meet criteria for a plan

42. FBA/BSP Evaluation Tool Activity • Who: Targeted Teams • What: Using one of the example BSPs, evaluate the BSP with the FBA/BSP Evaluation Tool • Timeframe: 40 Minutes • Report Out: Group Share

43. Example Improved Activity • Who: Individuals and Team • What: Individuals read through improved example and discuss as team • Timeframe: 30 minutes • Report Out: Group Share

44. 2. Data-Based Decision Making DATA SYSTEMS Secondary Prevention Targeted Approaches A Function-Based Perspective Muscott & Mann (2007) PRACTICES

45. Identifying Broad Outcomes By Asking Key Questions What do you want to achieve in terms of creating a secondary system of supports? How will we measure the overall effectiveness of the secondary system?

46. “Working Smarter” Targeted Group Interventions

47. “Working Smarter” Targeted Group Interventions (Some interventions such as Service Learning may be available to all students as a universal intervention)

48. Benchmarking the Targeted System Team is established and functioning Have identified decision rules about non-responders Have identified decision rules about what needs to have been tried prior to referral have been identified Referral process/protocol is completed Referral form is completed Team has begun accepting referrals Team has begun providing supports/plans Decision to use/ Developed / Implemented TCCE made Decision to use/ Developed / Implemented TGI made

49. Benchmarking the Targeted System Team has begun providing supports/ developing plans Decision whether to use Social Contracting as a first support for early non-responders to SW system Decision to implement one or more targeted group interventions (TGI) has been made (what TGI addressing what ‘function’?) : ________________________________________________________________________________________________________ Staff have provided input for procedures and forms and have received any necessary training to understand purpose of team Families have provided any relevant input and received information to understand purpose of team