S400 Behavior Intervention Planning

1. S400Behavior Intervention Planning

2. Functional Behavior Assessment and Behavior Intervention Planning Review FBA Review how FBA/BIP linked to BIP Understanding the BIP Social/Academic Instructional Groups & Social Skills Instruction Mentoring Fidelity Measurement Agenda

3. Functional Behavior Assessment & Behavior Intervention Planning

4. School-Wide Systems for Student Success Academic Systems Behavioral Systems • Tier 3/Intensive Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Intensive Interventions • Individual students • Assessment-based • Intense, durable procedures 6+ 2-5 • 5-15% Tier 2/Selected Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Selected Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive 0-1 ODR Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

5. Wisconsin Conversion Chart

6. Data-Based Decision MakingNumbers to Keep in Mind • 7-15%: Percent of total population expected to need and be supported by Tier 2 interventions • 1-5%: Percent of total population expected to need and be supported by Tier 3 interventions • 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention • Data-based decision rules for “determining response” must be defined Data sources defining response are efficient e.g., Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

7. What is the difference between a behavioral (or maintaining) consequence and a disciplinary consequence? (HINT: it has to do with likelihood) POP QUIZ

8. Identify a behavior of concern Define in a way that is observable Identify predictors in the environment Things that happen before and after Identify a function Why does that happen? Teach a replacement behavior What is appropriate way to get same function? Change the environment to prevent What could make the problem not happen? What consequences are functional? Simplified FBA

9. Positive Example Desired Behavior Typical Consequence Concise information presented to problem-solving team for discussion and intervention planning What all the other kids are doing What keeps the other kids behaving Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function BEHAVIORAL function Acceptable Behavior Sequence of less “icky” behaviors Why is function important? Because consequences compete

10. Brief FBA Do antecedents occur immediately prior to the behavior? Are consequences addressing BEHAVIORAL consequences, not just offering a discipline response? Is behavior specific and measurable? Does function make sense, based on information provided? Choose an FBA for team use, developing the BIP REVIEW

11. Functional Behavior Pathways Routines Functional Consequence Engagement Curriculum Disruptive noises Academic work setting No direct teacher attention Teacher provides attention Time Raise hand and wait quietly Physical Arrangement Expectations Examples Functional Consequence Prompts

12. A redesign of environments, not the redesign of individuals Plan describes what we will do differently Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual A Context forPositive Behavior Support

14. How can we preventproblem situations? What should we teachas a replacement behavior? How do we increase rewardof appropriate behavior? How do we minimizerewardof problem behavior? Need negativeconsequencesfor problem behavior? Need safetyroutines? What datashould we collect? Are we doing the plan? Is the plan working? Using FBA to Design Effective SupportThe Simple BIP

15. What does the student like to: Talk about? Read about? Draw about? Write about? Play with? What is the student interested in? What do they enjoy? Identify the student’s successes: Where are they successful? When are they successful? With whom are they successful? Throughout Process Remember Strengths-Based Planning

16. Do-able Efficient Serve the same function Socially appropriate Remember to consider “I can live with for now” behavior. These skills have to be directly taught Replacement Behaviors Must Be

17. Teach student how to communicate need for: Help A break Interaction Attention Time alone Reduced demands Alternative assignment More time to finish Movement Replacement Behavior Needs

18. Specific Observable, Acknowledgeable, Teachable (O-A-T) Taught individually, in small groups, with whole class, or whole school Use SAIG lessons to teach skills identified in BIP Academic behavior skills (organization, raising hand) Problem solving skills (deep breathing, get help) Pro-social skills (ask to play a game, say “hi”) Replacement Behavior Skills

19. Yelling out during teacher instruction Brainstorm Possible Replacement Behaviors for:

20. Break

21. Address the behavior of concern by teaching a new way to meet the function Address the triggers and setting events by “situation manipulation” Address the consequences by modification Behavior Intervention Planning

22. OUR FORMAT

23. What interventions do you already have in place in your school that could be used as part of BIPs to address Setting Events – Consequence modifications? e.g., CICO, After-school re-teaching of expectations, Classroom Cool Tools Layering Interventions for Efficiency

24. Function-Based Support Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Goal: Teach a new way to get needs met

25. Behavior management problems are social skills problems. The adults need to make adjustments – what does the child need? Academic and social competence are interrelated. The more active in learning process, the lower the discipline concerns. Next to family, school has the most influence in the development of self. School is a social system. Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Why Teach Social/Academic Skills?

26. Teach new routines & physical arrangements to support student. Teaching all students how to transition to class when arrive to school late. Cool Tools that target thinking process, beliefs, etc. Teaching all students that we all work at different speeds and that’s OK. Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Using Cool Tools (Direct Instruction) as Prevention Support

27. Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Example Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement. Adapted from Grant Middle School STAR CLUB

28. Competing Behavior Pathways Model Conscious choice to ignore, regulation skill, appropriate comment Ideal Outcome Completes all work in class Desired Behavior Sleep medicine impairment Antecedent Peer Comment Threats, loud voice Current Outcome Behavior Interferes w/ Learning Work output is reduced Setting Event(s) Taught to use regulation skill when in hallway for drink Allowed to leave to get a drink of water in the hallway Goes to independent reading area and writes in journal Replacement (Taught) Behavior

29. Referencing the FBA chosen by team to work on today: Begin brainstorming interventions for replacement behaviors and HOW to teach List at least 2 options for teaching and building fluency of the student with the new behavior Fill these in under teaching strategies

30. Function-Based Support Problem Behavior Setting Event Trigger Maintaining Consequence Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Antecedent Intervention Goal: Make problem behavior irrelevant

31. How can the antecedent or setting events be changed so that problem behaviors can be prevented? What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student? Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Antecedent/Setting Event Interventions

32. • Modify the curriculum (interest preferences, choice, sequence) • Modify the demands (quantity, difficulty, input, output, groupings, alternative tasks) • CoolTools for entire class/grade/school focusing on prevention • Reorganize the physical & interactional setting (have supplies available, pair seats, independent seats) Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function Examples of Preventive Strategies

33. CICO involves helping student transition to school day Increased adultsupport& monitoring, instructional prompts in the natural environment Promotes all staff using similar language Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Maintaining Consequences and Function CICO as Prevention Support

34. Referencing the same FBA: Begin brainstorming interventions for setting events and triggers. List at least 2 in each box (setting event and antecedent). Supports must be linked to triggers in the Competing Pathway. Supports need to work for BOTH staff and student.

35. Function-Based Support Maintaining Consequences and Function Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior Consequence Intervention Goal: Make problem behavior ineffective

36. Must matchmaintainingconsequence of problem behavior (function) Reinforce and reward replacementbehaviors and response to prevention strategies Minimizereinforcement of problem behaviors Includestrategies that reinforce entire class/grade (larger population) for using skills taught through cool tools. This contributes to the more supportive environment. Consequence Strategies Maintaining Consequences and Function Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior THIS IS NOT REWARDING BAD BEHAVIOR!

37. Students may test the system/adult response, wanting to return to the “old” way of doing business Plan needs to include teaching strategies not only for expected behavior, but also adult response to inappropriate behavior. Some student behavior may escalate to crisis level Follow district crisis plan, begin complex FBA/BIP process to fine tune plan Testing or Escalating Behavior? Maintaining Consequences and Function Setting Event (Slow Trigger) Antecedent (Fast Trigger) Problem Behavior

39. Referencing the same FBA: Begin brainstorming interventions for maintaining consequences (how do you honor the function but on YOUR terms) List Strategies (at least 2 for each in the box) for: Positive acknowledgment for replacement and desired behaviors SPECIFIC corrective consequences for problem behavior

41. Transform ideas for BIP elements into a formal plan for implementation: Who will do what? When will it happen? How will we know? Logistical arrangements Who needs to know? What materials are needed? Who will tell the student? Plan for substitutes? Will we need a crisis plan? Plan for Implementation of the BIP • Use BIP Action Planning tool

42. Student outcome data is used: To identify youth in need of support and to identify appropriate intervention For on-going progress-monitoring of response to intervention To exit or transition youth off of interventions Intervention integrity or process data is used: To monitor the effectiveness of the intervention itself To make decisions regarding the continuum/menu of interventions/supports Data-Based Decision-Making

43. DPR points ODRs, suspensions Attendance Grades Same data used to monitor lower level selected interventions Data Used for Ongoing ProgressMonitoring

44. Prompting of replacement behaviors Facilitate transference and generalization of new skills being taught To monitor progress Reinforcement connected to use of new skills Replacement Behaviors Reflected in Daily Progress Report

45. Typically the same decision rules that apply to responding to lower levels of intervention For example, goal for all kids in selected interventions is to earn >80% DPR points for 4-6 weeks and no further ODRs Makes data-management more efficient Data-Based Decision Rules for“Response”

46. CICO, SAIG, CnC, & Brief FBA/BIP Student data should be reviewed to ensure plan is being implemented and for possible plan modifications at least once a week by Intervention Facilitator/s. Brief FBA/BIP (only) Student data should also be reviewed to ensure plan is being implemented and for possible plan modifications at least once a month by Problem-Solving Team (and/or Brief FBA/BIP team). Recommended Time-Frames forData Review

47. Review the competing pathway developed and consider Who, What, By when Begin Filling in BIP Action Planning Tool in your workbook

48. If student response is weak based on your data, consider: Environmental adaptations AND Does the student need OR Increased attention, relationship, and incentive through mentoring (performance deficit) More intensive social skill instruction (skill deficit)

49. Social/Academic Instructional Groups & Social Skills Instruction

50. Behavior management problems are social skills problems Academic and social competence are interrelated Social skills curriculum must match the specific need Why Teach Social Skills?