Intensive Positive Behavior Support

1. Intensive Positive Behavior Support Cynthia M. Anderson, University of Oregon Lisa Bateman, Bethel School District Bruce Stiller, School District 4j Chris Borgmeier, Portland State University

2. Where it starts

3. Where it often Ends

4. How do we improve support for students with challenging behavior in schools?

5. We Know What Works… • Prevention and early intervention • Interventions based on science of behavior • Teach desired behavior • Arrange environment to encourage desired behavior • Explicitly reinforce desired behavior • Minimize reinforcement for less desired behavior • Progress monitoring enhances outcomes

6. BUT……..

7. Implementation is a Challenge • Limited resources • Expertise • Time • Money • Multiple competing initiatives and “interests” • Lot’s of research on what works, little on how to do it

8. SWPBS: Framework to Guide Implementation • Team-based decision-making • Resource management and allocation • Access to technical assistance • Data guide decisions Systems Outcomes Tiers II and III Practices District planning & oversight

9. Three Degrees of Freedom CHEAP FAST GOOD

10. Putting it Together Effective interventionpractices and programs + Effectiveimplementationpractices Good outcomes for students No other combinationof factors reliably produces desired outcomes

11. Performance Assessment (Fidelity) Organization Competency Student Benefits Integrated & Compensatory Leadership © Fixsen & Blase, 2008

12. Leadership in a District • IPBS is a priority in the district • Agenda item at every district meeting • District action plan guides training and TA in all schools • FTE allocated to resources in district and schools • Clear link and collaboration with: • Special education (placement & service delivery) • Academic programs (RtI) • District data systems • District coordinates relevant roles and responsibilities • Building administrator • School psychologists • Counselors

13. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Decision Support Data System Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

14. Performance Assessment (Fidelity) Coaching Training Organization Competency Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

15. Behavior Specialist Old model: Put out fires IPBS: Guide systems-change and implementation

16. District Behavior Specialist/Coach/Leader • Coaching • Meetings • Data use • Intervention fidelity

17. IPBS in a School • What we do not do: Admire the problem • What we do: • Progress monitor • Develop and oversee interventions • How schools do it • Meetings • SWPBS team • IPBS team • Data guide decision-making

20. Decision-Making Flowchart

21. District Behavior Specialist/Coach/Leader • Coaching • Meetings • Data use • Intervention fidelity • Guide school-level evaluation • Team process • Specific interventions • Overall IPBS (BAT) • Coordination • Communicate with district team • Plan training schedule • Schedule assessments

22. Performance Assessment (Fidelity) Coaching Training Organization Competency Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

23. Selection (School) • In a district that is committed • Active support • Commits FTE to district coordinator/Beh specialist • Sustained implementation of Tier I • Administrative support and buy-in • Willingness to reallocate roles • Commitment for 5 plus years

24. Selecting the District Level Behavior Specialist • Expertise • Coaching and data use • Tier II & Tier III • Parent-school collaboration • Selection • Start with clear job description • Interview process • Vignettes • Rehearsal • Ask for previously completed FBAs and BSPs • Model FBA interview

25. Selection Within the School • Building administrator—involved with discipline • IPBS Team facilitator • Building Behavior Specialist(s) • Tier 2 intervention coordinator(s) • Data manager

26. Performance Assessment (Fidelity) Coaching Training Organization Competency Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

27. Training • Strategic Sequential Training Sequence

28. Capacity Building • Step 1 • IPBS overview • Team organization, structure, and functioning • Data-based decision-making • Step 2 • Secondary interventions • CICO as “go to” Tier II intervention • Step 3 • Function-based support/capacity building • Step 4 • Formative evaluation • Planning for sustainability • Step 5 • Comprehensive supports

29. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Data-Based Decision are Supported Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

30. Data-Based Decision-Making • District provides data system for schools • Schools use data to guide decision-making • District uses data to guide district-level decision-making

31. Data Systems • SIWS and CICO SWIS…stay tuned for ISIS • For now • Spreadsheet at Tier III

33. Teacher Daily Ratings of Behavior

34. SWIS-CICO Report

37. Data-Based Decision-Making • District provides data system for schools • Schools use data to guide decision-making • District uses data to guide district-level decision-making

38. >85 <85

39. Systems Intervention Facilitative Administration Organization Decision Support Data System Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

40. Facilitative Administration • Make sure sped AND Gen ed are bought in /remove barriers • Policies and organization supports implementation • Shift accountability for students with challenging behavior • Monitor student placement • Look beyond ODRs

42. Performance Assessment (Fidelity) Systems Intervention Facilitative Administration Organization Decision Support Data System Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

43. Systems Interventions • Planning for Personnel & Resources • District behavior specialist with skills and FTE

44. Systems Interventions • Planning for Personnel & Resources • District behavior specialist with skills and FTE • Buildings • FTE for Tier II coordinators • FTE for Tier III coordinators • Link to academic systems

45. Systems Interventions • Planning for Personnel & Resources • Training Sequence • Build interventions for district and schools • Build capacity – • Use tools to allocate resources: resource mapping & gap analysis

46. Performance Assessment (Fidelity) Organization Competency Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

47. Performance Assessment • District leadership team reviews school data monthly • ODR patterns • Out of school placements • IEP needs • Monthly meetings for all building leaders • Review data • Address challenges • Identify training and resource needs

48. Performance Assessment (Fidelity) Systems Intervention Coaching Facilitative Administration Training Organization Competency Data-Based Decision are Supported Selection Student Benefits Adaptive Integrated & Compensatory Technical Leadership © Fixsen & Blase, 2008

49. Cynthia Anderson University of Oregon canders@uoregon.edu

50. Practices for Student Success Academic Social Behavior • Individual • Individually Design Instruction • Individual • Behavior Support Plan (BSP) • Safety Plan • Targeted: Some Students (at-risk) • Core Plus • Pre-teach, Re-teach • Supplemental Programs • Alter Group Size • Targeted: Some Students (at-risk) • Advance CICO • Social Skills • Lunch Buddies • Boy/Girls Groups • Check-in, Check-out (CICO) • Universal Screening: • All Students • Core Program • Universal Screening: • All Students • Schoolwide expectations • taught explicitly • reinforced frequently 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Adapted from: Horner & Sugai