Tier 2/Secondary Interventions

1. Tier 2/Secondary Interventions Rachel Saladis Kim Miller Kathy Halley

2. What we know! quiz

3. Inclusion Activity

4. Outcomes Review secondary systems Understand behavioral functioning Understand elements of Brief FBA Increase confidence as BFBA facilitator Plan BFBA building implementation SAVE TIME

5. Agenda -- Day Two • Inclusion • Review of Secondary Systems • Understanding Behavior • Understanding and Using Brief FBA/BIP • Planning to use Brief FBA in school

6. Working Agreements

7. Parking Lot

8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

9. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Behavioral groups Daily Progress Report (DPR)(Behavior and Academic Goals) Intervention with Individualized Features Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Complex or Multiple-domain FBA/BIP Wrap tools Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

10. reading

11. PBS and Applied Behavioral Analysis • Applied behavior analysis (ABA) is the science of human behavior. It helps us describe, interpret and establish effective patterns of behavior. • ABA focus’ on the observable relationship of behavior to the environment.

12. PBS • PBS is based on behavioral theory which links research-validated practices to environments in which teaching and learning occur.” • PBS focuses on • changing the environment • teaching behavior directly - providing ongoing positive feedback

13. PBS Secondary (group/ individualized) Shift in thinking • "How can we change the system, setting, or structure to help Johnny stop talking out in class and learn to be academically and socially successful?" rather than, "What can I do to Johnny to make him stop talking out in class?"

14. Behavior is a function of something! • Behavior is predictable. • Behavior is changeable. • Human behavior occurs within an environmental context, not in a vacuum. • Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment Source: Crone , D.A. & Horner, R.H., 2003

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16. Functions Pos Reinf Neg Reinf

17. Brief FBA/BIP Behavior Pathway Behavior Support Plan

18. Brief or Practical FBA vs Comprehensive FBA Focus of this training series 18

19. BEHAVIOR PATHWAY Desired Behavior 6 Setting Events 3 Antecedent 2 Consequence 4 Function 5 Problem Behavior 1 Acceptable Behavior 7

20. Behavior Pathway Definitions • Problem Behavior • What is the behavior of concern? • Describe it in measurable, concrete, observable language. • Role Play Practice

21. Data Collecting Tools • Teacher Interview Tools • Ratings • Observation Tools

22. Behavior Pathway--Antecedents • When does the behavior happen? • What happens immediately before the behavior occurs? • Under what conditions is the student most successful (fewest instances of behavior)? • Under what conditions is the student least successful (most instances of behavior)? • Role Play Practice

23. Behavior Pathway-Setting Events • What factors, more distant in time/space, affect the likelihood of the behavior occurring? • Medical or psychological conditions • Family factors • Environmental factors • Student conditions, abilities, traits • Interpersonal factors Role Play Practice

24. Behavior Pathway--Consequences • Maintaining Consequence • What have been responses to the behavior? • What are observable result of the responses? • What have been the unintended results or consequences? Role Play Practice

25. Behavior Pathway--Function • What does the student get? • What does the student avoid? • Interaction, attention • Psychological needs (status, power, control, belonging, rejection, embarrassment) • Sensory stimuli • Assistance • Activity • Tangible object

26. Functions Pos Reinf Neg Reinf

28. Model • Rachel and volunteer

29. Giv Function of Behavior

30. BEHAVIOR PATHWAY Desired Behavior 6 Setting Events 3 Antecedent 2 Consequence 4 Function 5 Problem Behavior 1 Acceptable Behavior 7

31. Hypothesis or Function • Summarize antecedent, behavior and consequence into a hypothesis. Box 2,1,3. • When: • The student does: • In order to: When doing independent seatwork, usually reading or writing, Russell makes noises to get peer attention and to avoid work by getting sent to the office.

32. What might be an Acceptable behavior? • Can’t always get what you want…… try sometime you find you get what you need!!

36. BEHAVIOR PATHWAY Desired Behavior Working quietly & raising hand for help 6 Setting Events Has reading struggles. Few friends. Financial stresses at home. 3 Antecedent Quiet, independent seatwork. Usually reading or writing. 2 Consequence Students laugh. Teacher reprimands. Teacher send to Office. 4 Function To GET: Peer attention Peer acceptance To AVOID: Reading and writing 5 Problem Behavior Makes noises in the classroom. 1 Acceptable Behavior Being quiet but not working 7

38. Behavior Intervention Plan

39. Setting Event Strategy Examples • Work with parents on establishing a morning routine. • Help parent find housing. • Encourage a check-up with pediatrician. • Provide information to parents about attention deficit disorder. • Seek out tutorial help for student in reading.

40. Antecedent Strategies • Things adults can do to decrease chance of problem behavior. • Things adults can do to increase chance of replacement or desired behavior. • Environmental and procedural changes • Allow student work with a buddy. • Provide more group & interactive instruction. • Stand by student during directions and check in individually afterward. • Have a study carrel available for students.

41. Teaching Behaviors • Review of skills already taught • Whole class • Small group • Individual • Direct instruction • Behavior skills • Academic skills • Social skills • Coping skills • Review specific social skills taught in second step in a small group. • Teach student to raise hand instead of calling out. • Provide extra tutoring or pre-teaching of the math lesson. • Teach slow breathing.

42. Modifying Consequences • Reduce the “payoff” the student gets from the problem behavior. • Provide a positive outcome for desired or replacement behavior. • Meet student needs when desired behavior is exhibited. • Teach the class to ignore when a student makes silly noises. • Student remains in the classroom rather than going to office. • Behavior chart for raising hand. • Give positive verbal feedback to student.

43. Let’s work together!!! • Brainstorm strategies to address setting events. • Brainstorm strategies to address antecedents. • Brainstorm—teaching alternative, coping and replacement behaviors. • Brainstorm strategies for modifying consequences.

44. Share out • With your group chose one idea from each category to share with the larger group. • Setting Event Strategies • Antecedent Strategies • Teaching Strategies • Consequence Modification Strategies

45. Decision Rules • How do we decide whether a student is appropriate for a Brief FBA? • First try a CI/CO. WHY? share • Don’t attempt Brief FBA if the student has multiple behavioral problems across multiple settings. This probably merits a complex FBA.

46. Process for Brief FBA • Student is identified and referred to the SSIT. This team assigns a Brief FBA facilitator. • Facilitator collects data and completes the Brief FBA. (This is you!) • Facilitator shares Brief FBA and completes the Behavior Intervention Program with Team. • A follow-up is scheduled to review progress and make decisions.

47. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses System data; determines overall intervention effectiveness Uses System data; determines overall intervention effectiveness, manages student assignment to interventions Plans SW & Class-wide supports based on data Standing team (SSIT); uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP Groups Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

48. Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool School Name: __________________________________ School Total Pop:________

49. Progress Monitoring • How will you know if the FBA is working? • Do you have a data collection process for: • ODRs? • CI/CO data • Can the teacher keep a tally of behavior decreases or behavior increases? • Can the student self-monitor?

50. Data Collecting Tools Teacher Interview Tools Ratings Observation Tools