INTENSIVE LEVEL SYSTEMS, DATA & PRACTICES

1. INTENSIVE LEVEL SYSTEMS, DATA & PRACTICES Administrative Planning/Overview May 5, 2011

2. SETTING THE CONTEXT FOR VTPBIS AT THE INTENSIVE LEVEL This is a “work in progress”

3. Today’s Agenda and Objectives: • Review PBIS within the context of RtI • Review and inventory targeted level practices • Understand the role of Universal Screening • Identify Intensive level practices • School/SU Wraparound presentation • Explore systems needed at the Intensive Level • Identify data tools needed at Intensive Level • Plan for Summer Institute and Next Steps

4. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary 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 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. Core Features of Response to Intervention (RtI) Approach • Investment in prevention • Universal Screening • Early intervention for students needing targeted supports • Multi-tiered, prevention-based intervention approach • Progress monitoring • Use of problem-solving process at all 3-tiers • Active use of data for decision-making at all 3-tiers • Research-based practices expected at all 3-tiers • Individualized interventions matched with assessed level of need

6. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Targeted Tier 3/ Intensive Check-in/ Check-out Practices Data Social/Academic Instructional Groups Daily Progress Report (DPR)(Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP Tools like Simeo and ISIS: Illinois PBIS Network, Revised Aug.,2009 Adapted from T. Scott, 2004 Wraparound

7. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

8. Continuum of Support at Targeted/Intensive Level Systems • Small group interventions: Check-in Check-Out (CICO), social/academic instructional groups, tutor/homework clubs, etc. • Group interventions with individualized focus: Utilizing a unique feature for an individual student, e.g. CICO individualized into a Check & Connect, mentoring/tutoring, etc. • Simple individual interventions: A simple individualized function-based behavior support plan for a student focused on one specific behavior, e.g. brief FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc. • Multiple-domain FBA/BIP: A complex function-based behavior support plan across settings, e.g. FBA/BIP home and school and/or community • Wraparound: A more comprehensive plan that addresses multiple life domain issues across home, school and community, e.g. basic needs, MH treatment, behavior/academic interventions, as well as multiple behaviors Illinois PBIS Network, Revised Sept., 2008

9. TARGETED INTERVENTIONS Descriptions and Examples…

10. Critical Features of Targeted (Group) Interventions • Intervention is continuously available • Rapid access to intervention (72 hr.) • Very low effort by teachers • Consistent with school-wide expectations • All staff/faculty in school are involved/have access • Flexible intervention based on descriptive functional assessment • Adequate resources (admin., team) • Continuous monitoring for decision-making

11. Why do Targeted Interventions Work? • Improved structure • Increased feedback • Inappropriate behavior is less likely to be ignored or rewarded • Linking school and home support • Organized to morph into a self-management system

12. Check-In/Check-Out (CICO) Default intervention. WHY? • Most students receive multiple ODRs for peer or adult attention. • Evidence indicates CICO is effective practice for reducing acting out behavior related to attention seeking. Schools must have strong CICO in place! See CICO Self-Assessment and Action Plan.

13. Social Skills Training • Social Skills Training is the process of teaching pro- social concepts needed to be successful in social environments across all settings. • While social skills training is part of all levels of PBIS, it becomes more individualized as students needs indicate. • Social Skills are not based on a “problem” but perhaps a “deficit”. • Social skills training involves modeling, teaching, practicing and feedback.

15. Self-Management • Self-Management helps the child become aware of his or her own activity level in order to produce an automatic response without relying on external reinforcement or prompting.

16. Problem Solving Training • Problem solving teaches students a sequential and deliberate process for handling difficult situations. • The steps to problem solving can be used after a problem occurs; yet ideally training occurs once a day/wk, etc. with different teacher generated scenarios to teach the steps to the student.

17. Life Space Crisis Intervention • De-Escalation Skills • Establishing effective positive helping relationshipswith children • Diagnosing and breaking self defeating patterns of behavior

18. Other Types of Targeted Interventions • Newcomers Club • Homework Study Groups • Lunch Bunch • Bus Riders School • Anger Management Group Others? Please share!

19. FUNDAMENTAL RULE! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’ Neill et al., 1997, p. 71).

20. Inventory of Existing Targeted Interventions

22. ACTIVITY # 1 Complete the CICO Self-Assessment and Action Plan Begin the Inventory of Targeted Interventions

23. UNIVERSAL SCREENING

24. Problems at Schools • Struggling readers • Can’t read at all • Letter/word reversal • Comprehension difficulties • Memorization difficulties • Retention problems • English language learners • Lack of number recognition • Math fact deficits • Homework completion • Sloppy work • Test anxiety • Oral reading fluency • Poor writing skills • Fights • Property destruction • Weapons violation • Violence toward teachers • Tobacco use • Drug use • Alcohol use • Insubordination • Noncompliance • Late to class • Truancy • Inappropriate language • Harassment • Trespassing • Vandalism • Verbal abuse and on and on and on and on and on and on and on

25. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multisystemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

26. Consider Universal Screening Why Screen for Behavior? Kauffman (2001) • To find students whose problems are not immediately obvious (internalizers) and identify problems with a high degree of accuracy. • Early identification leads to early intervention • Schools that implement Universal Screening select interventions based on results of rating scales on the screening tools. This is effective and efficient.

27. Universally Accepted Types of Screening in School Why not?

28. Multi-Tier Screening

29. Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)

30. We will focus on Universal Screening at the Summer Institute

31. INTENSIVE LEVEL INTERVENTIONS Descriptions and Examples…

32. Functional Behavioral Assessment / Behavior Intervention Program (FBA/BIP) • Foundation of all intensive level interventions • Behavior support is the redesign of environments, not the redesign of individuals. • Positive behavior support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

33. FBA “BIG IDEAS” • FBA is a problem solving process – a way to think about behavior systematically. “FBA can be done in your head.” • FBA identifies the events that reliably predict and maintain problem behavior.

34. Levels of FBA (Crone & Horner, 2003)

35. FBA Team Process Steps • Collect information • What does the problem look like? • What series of events predicts behavior? • What is the maintaining consequence of the observable behavior? • Hypothesis statement? • Develop “competing pathways” and replacement behaviors • Develop BIP. • Develop strategies for monitoring & evaluating implementation of BIP.

36. FBA/BIP • Best conducted by teams of educators who are skilled in the process • The persons who implement the strategy need to be actively involved in designing it or it probably won’t work!

37. We will focus on FBA/BIP skill building at the Summer Institute

38. Individualized Teams at the Intensive Level • Are unique to an individual child & family • Task facilitator with engaging family and bringing team together • Blend the family’s supports with the school representatives who know the child best • Designed to improve quality of life as defined by the youth/family (i.e., “BIG Needs”) • Meet frequently • Identify, develop & review interventions

39. Who Benefits from Intensive Supports? • Youth with needs across home, school, & community • Youth with needs in multiple life domains • The adults in youth’s life who are not effectively engaged in comprehensive planning

40. What is Wraparound? • Wraparound is a family-driven, team-based processfor planning and implementing services and supports. • Teams create plans that are geared toward meeting the unique needs & strengths of children and youth with complex needs and their families. • The wraparound team members meet regularly to implement and monitor the plan to ensure its success.

41. Wraparound Principles

42. Four Phases of Wraparound

43. Context for VTPBiS Intensive Level - Wraparound

44. Targeted/Intensive Level Skill Sets • Understands the conflict cycle and uses de-escalation strategies • Develops FBAs andBIPs • Uses effective engagement strategies with students, families and teams • Develops targeted interventions that are function-based. • Familiar with academic modifications and accommodations • Integrates data-based decision-making into comprehensive processes (home-school-community)

45. We will focus on wraparound at the Summer Institute

46. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Outcomes Practices Supporting Student Behavior

48. Focus at the Supervisory Union/District Level • Build capacity to implement effective practices • Focus on student outcomes • Focus on fidelity of implementation of effective practices. • Avoid doing too many different things at one time • Stages of implementation • Alignment of district practices

49. Stages of Implementation Implementation occurs in stages 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

50. Focus of Supervisory Union/District:Intensive Level System Components at Installation Stage • SU/District Planning Team to assure efficient and effective allocation of resources to meet the needs of students with most complex needs. • Building based intensive level (systems) planning team to monitor progress of intensive plans and address challenges at building level. • Coaching from supervisory union and state level coaches. • Facilitators identified and “positioned” to facilitate teams and plans for 1-5% of students. • Comprehensive training and technical assistance plan. • Data system/tools to be integrated into practices.