Tier 3 PBIS: Intensive Positive Behavior Support

1. Tier 3 PBIS:Intensive Positive Behavior Support

2. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

4. Interventions • Complex Functional Behavior Assessment/ Behavior Improvement Plan (Complex FBA/BIP) • Educational Wraparound (K-8th Grade only) • RENEW (9th- 12th Grade only) • Rolling out to 6th-8th grade 2013-2014 academic year

5. Unique Fit Tertiary-tier intervention plans should be uniquely designed to fit individual students needs as opposed to making a student fit into a prescribed program.

6. What is a Functional Behavior Assessment? • A method for identifying the factors that predict and maintain problem behavior • What? When? Where? Why? • Triggers • Immediate • Setting Events • Functions/ Outcomes that reinforce the behavior • Gain something • Avoid something • Maintaining Consequence (students laugh, removed from class, etc) • Replacement Behaviors • Still match the function of the problem behavior • Student still gets attention, etc • Steps toward desired behavior

7. Complex FBA/BIP

9. Setting Event Strategies- eliminate setting events or build in neutralizing routines to defuse the effects of the setting event • Sam meets with nurse in morning to talk and calm down before the day begins • Antecedent strategies- eliminate or modify triggers of the behavior AND provide prompting of alternative/desired behavior • Don’t ask student to read aloud in class, student works quietly with a buddy, student given different assignment

10. Teaching/ instructional strategies- make problem behavior inefficient by teaching functionally equivalent alternative behavior- works towards desired behavior gradually • Teach what working quietly looks like/ with practice • Consequences strategies- make problem behavior ineffective by reinforcing replacement and desired behaviors AND minimizing reinforcement of problem behavior • Student raises hand- quickly respond • Peers acknowledged for ignoring outbursts of student

11. Key is to set REASONABLE expectations • If the student is currently out of seat and off task for the most of the class period and is not turning in any completed assignments. • Probably NOT reasonable to expect: • To earn reinforcer, student will be on task for entire class period, and complete all assignments for one week. • More reasonable INITIAL goal: • Student will: a) be in seat and on task for at least 20 minutes of the class period, and b) turn in assignments that are at least 30% completed for 2 consecutive days.

12. When possible use consequences for desired behavior that match the FUNCTION of the problem behavior. • If the function of behavior is to Gain Peer Attention, for being in her seat and working quietly for 30 minutes the reinforcer might be: • 15 minutes to work with a peer buddy • If the function of behavior is to Avoid Difficult Tasks, for staying on task and completing over 50% of an assignment the reinforcer could be: • a “Free Homework Pass” M.K. Strickland-Cohen (2011) ECS, University of Oregon

13. “An FBA is not complete until an effective strategy is in place.” Lucille Eber The Art & Science of Wraparound, 2003

14. Parent Involvement in Tier 3 FBA/BIPs • Needs to be proactive, not reactive • Establish a partnership – get help from experienced staff • Involve student, if appropriate • Scheduled meetings – not only reactive meetings • Need to listen to parents and incorporate their ideas into FBAs/BIPs

15. Tier 3 Team MembersIndividualized by student

16. Prevention Strategies

17. Prevention Strategies

18. Brandon – 4th Grade ODD/ADHDPrevention Strategies • E-mail communication - teacher to mother • Supervised transitions • Lunchroom supervision • Allowed to call mother when upset • No recess loss for incomplete work. Homework routine established at home. • Expectation to carry book bag, etc. • CICO review for readiness daily • Alpha Smart – writing issue

19. Tier 3 Wraparound K-8th Grade Students Tier 3 Intensive Intervention

20. What is Wraparound? • Wraparound is a process for developing family-centered teams and plans that are strength and needs based • (not deficit based) • across multiple settings and life domains. • Families define ‘success’ for the team • If they define progress/success, as well as strengths and needs, then they are likely to be engaged in the interventions.

21. Features of Wraparound: • individual students • built upon strengths • voice, priorities of youth and family • based on unique youth and family needs • culturally relevant teams and plans • plans include natural supports • traditional andnon-traditional interventions • multiplelife domains • unconditional

22. Four Phases of Wraparound Implementation • Team Development • Get people ready to be a team/ who is needed on team? • Complete strengths/needs chats • Initial Plan Development • Hold initial planning meetings and collect data • Develop a team “culture” • Begin/ complete Student Action Plan (including an FBA/BIP) • Plan Implementation & Refinement • Hold team meetings to review plans as needed • Modify, adapt & adjust team plan & Student Action Plan • Plan Completion &Transition • Define “good enough” • Unwrap and transition off Wraparound

23. Student Action Plan • Summarize prior interventions • Team membership • Student strengths (home, school, and community) • Create a Mission Statement • Create a Safety Plan • Big Needs of the student • Plan/ Strategies to address those needs • Progress Monitoring Data to be used • FBA/BIP

24. Tier 3 Wrap Around – Case Study • 8th grade – two years behind • Bipolar & ADHD psychiatric diagnosis; Emotionally-Impaired eligibility • Below average reading, writing & math • Inappropriate sexual comments and behavior to peers; racist comments; inappropriate use of computer; refusal to work; disrespectful to adults; physical aggression/intimidation to peers • Lives with mother; father present sporadically • Large & overweight • Guidance Center • Meds last year – Clonidine, Metadate, Abilify & Lithium. Later Geodon & Zoloft. • Probation Officer • School in 3rd year of PBIS

25. John – Review Dates 2012 • March 1 • March 20 • April 20 • May 22 • June 14 • August 24 • September 26

26. March 1 • Before March 1 Simple FBA & BIP, background info reviewed • Behavior Consultant observe student for 60-90 minutes • Meet with school team • Describe and agree to wrap-around process • Identify who to invite to next meeting • Begin to outline the plan • Brainstorm issues and ideas • Assign tasks • Set next meeting date with parent(s) • Developed an idea of what to focus on at home

27. March 20 • Assessed behavior situation at home – update FBA. • Daily routines in detail. • Likes and dislikes. • Got information from Parole Officer – boot camp option tied to school behavior – establish monitoring system. • Got medication information. • Established goals and initial interventions. • Tightened up CICO and established homework time at home. • Start CICO-type monitoring at home. • Explained plan to John at the end – he agreed to it.

28. April 20 • Reviewed data – grades up – only one failing grade; no harassment behaviors; “totally different kid.” • Sleeping in class – adjust bedtime. • Manipulating homework; tighten up on procedure. • Clarified criteria for Boot Camp. • No more vouchering for meds – mother has to pay; off Lithium, more focused and awake. • Eating problem at home. • Mentor Mr. J. started to spend time. • RR Teacher started PBS-based bully prevention instruction in two classes. • Review with John.

29. May 22 • Court date May 8 - did well. • Scheduled for Boot Camp June 1 – missed criteria at home. • Anticipating failing – asked for help to pass. • Classroom behavior very improved. • Showering daily, but more resistant at home to homework and chores. Coach mother. • Very little homework – 10% • Revised reward system – earn money daily for school and home – enter in to an account. • Still on 3 meds. • SSW encouraged mother to apply for SSD so that he can receive his own benefits for meds. • Review with John.

30. June 14 • Reviewed Boot Camp evaluation. • John came to seek help in office one time when he was having a problem with a student. • Pass into 8th grade. Computers still an issue. • Reward system being used. • Community service summer project. • Off all meds for a week. • Learning to speak respectfully to mother/apologizes. • Plan for next year. Continue CICO. Meet with all teachers to go over his plan before school starts. • Review with John.

31. August 24 • Met with new teachers. • Mother reports increased disrespect and aggression towards her. • Daily summer program through courts – some problems, mostly positive. • School plan – start very tight; close monitoring. • Established zero tolerance standard for aggression to mother. • Review with John.

32. September 26 • Pre-meeting conference with behavior consultant. School concerned. • Teacher – J. not horrible behavior, but not working. • Breakdown in follow-through at home. • Josh has different affect – happier, jokester. • Changes to plan • Eliminate home data sheet – change course - get an after-school job – John is15 yrs. old. • Increase reward opportunities in school via CICO. • Established criteria for ISS. – walking out of class. • Visit to Day Treatment; High School trial.

33. RENEW 9th Grade- 12th Grade Tier 3 Intensive Intervention

34. RENEW PRINCIPLES • Self-Determination • Unconditional Care • Strengths-Based Supports • Flexible Resources • Natural Supports GOALS • High School Completion • Employment • Post-secondary Education • Community Inclusion

35. RENEW IS…. • A flexible, person-centered planning and support service • Driven by the student’s expressed needs, interests, and goals • Designed to foster competence by creating supported educational and career-related experiences in which the youth can be successful • Designed to be flexible and individualized • Designed to build social resources for the youth

36. RENEW Planning Process: Step-by-Step

37. Phase 1: Futures Planning • Adult meets with student weekly for 1 class period • Complete 10 “Maps” on various areas of their life • Relationship is cultivated between adult and student • Adult asks prodding questions to student and records discussion on poster paper in words and pictures

38. RENEW Maps • Use graphics and words • Use flip chart paper • Engaging for participants

42. Phase 2: Team Development • Discuss available resources • Discuss who student wants on their team • Reach out to potential team members • Collect any relavent data

43. Phase 3: Implementation & Monitoring • Define specific goals and steps toward goal • Student RENEW Action Plan • Meet as needed with student team around a goal • Assign tasks/ duties to team members • Create Goals and Next Steps plan • Determine how you will monitor progress • Continue to meet until goal is reached • Create a new team for next goal

44. Tier 3 • Individualized and intensive • Ensure all students first receive Tier 2 interventions • Specialized and specific to student needs • Complex FBA/ BIP • Educational Wraparound (k-8th Grade) • RENEW (9th Grade- 12th Grade) http://www5.milwaukee.k12.wi.us/dept/rti/tier-3/behavior/