Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar

1. Moving from Targeted to Intensive: PBIS Intensive Level Orientation Webinar Presented by VTPBiS State Team January 29, 2014

2. Introductions When we call your name please: • “raise your hand” • If anyone is in the room with you, please type the names into the text box

3. Webinar Logistics • 2 Ways to Interact: • Raise your hand using the icon on your screen • Type a question into the text box • Intermittently we will provide opportunities to interact. • This webinar will be recorded. • Please note, your microphone will be muted unless otherwise indicated.

4. “Here comes the really hard part!”

5. Two Questions

6. SW-PBIS Supports for All Students Intensive Supports – Individualized interventions provided to students with most complex emotional and behavioral needs. Wraparound Complex FBA/BIP 1-5% 5-15% 80-90% Simple FBA/BIP Individualized CICO Targeted Supports – Provided to students determined to be “at-risk” of emotional and behavioral challenges. Social/Academic Instructional Groups Check-in/Check-out Universal Supports – Supports provided to all students. Expectations are taught, reinforced, and monitored in all settings. School & Class-wide expectations & supports

7. Oh, and Principal Higgins? Johnny and his wraparound team have moved back into our school district Have I mentioned that we actually need a FOURTH tier to our pyramid???

8. Supporting Staff Behavior Supporting Decision Making OUTCOMES Systems Data Practices Supporting Student Behavior

9. Steven Case Study • * Sept. thru Jan. = 7 ODRs • verbal & physical aggression • * Choices, prompts, set limits • responds with engaging in • power struggles, yells, screams, • throws objects, storms out of • class • * CICO for three weeks = 30% average • near-daily conflicts over points • * Two recent fights with peers • * Team now asking for help from BST * 6th grade student * High average intelligence * Above grade level in most subjects * Outgoing and social * Loves whole-class discussions * Loves small-group activities * Gifted athlete (recognition for this) * Learning disability in writing * Hates independent work (esp. written) * Conflicts with peers and adults * Dominates discussions & activities interrupts, accuses others of hating him, swears/yells, criticizes others’ contributions, wanders room, throws objects, storms out of class

10. Planning Process at the Intensive Level FBA/BIP TEAMING ASSESSMENT GOALS INTERVENTION EVALUATION

11. Planning Process Across Targeted, Intensive and Intensive Wraparound Levels of PBIS

17. Discussion/Questions/Comments

18. Forming the Team Typical Team Members: • Behavior staff person • Administrator • Teacher • Student • Parent • Peer? • Others? Steven’s Team: • Steven’s teacher • Principal • BST behavior person • Phys. Ed. teacher • Steven’s mother • Steven (sometimes) • Peer (sometimes) People who are actively involved with the student and invested in the student’s success

20. Setting Goals • Unified vision about behaviors the team wants to decrease and pro-social behaviors the team wants to increase. • Team determines long and short term goals in three general categories: • Academic • behavioral • Social

21. Steven’s Goals 22

22. Creating a Plan is Based on the Functional Behavior Assessment

23. During group activities when not called on first or often or not chosen as leader Interrupts, accuses, swears, yells, criticizes, wanders, throws, storms out Positive attention from peers and teacher Independently take turns and share leadership role Brother in hospital; Parents not available Attention from teacher and peers; Comply with prompts and cues FBA – Competing Pathway 24

24. BIP Strategies Based on FBA Setting Event Strategies – Understanding and addressing precipitating factors (if possible) Antecedent Strategies - Redesigning the learning and environments to prevent problem behaviors Teaching Strategies – defining, modeling, practicing new behaviors Consequence Strategies – implementing specific to generalizable reinforcement • teaching

25. it’s all fun and games until someone figures out the function of your behavior. PBIS SCHOOL

26. FBA – Competing Pathway Desired Behaviors Consequences Setting Events Antecedents Problem Behaviors Consequences Alternative Behaviors

27. Setting Event Strategies WHAT WE CAN CONTROL • Engaging families • Structure / schedule • Classroom accommodations and modifications • Home/school communication • WHAT WE DO NOT HAVE CONTROL OVER • History of trauma • Medical / physical conditions • Temperament • Sensory profile • Carry-in issues

28. SETTING EVENT STRATEGIES: Work with parents to provide brief phone check-ins with them and/or with brother at strategic times during the school day; Modify CICO to focus on responding to prompts, choices, and directives; Reduce demands or provide increased bonus point value at times when brother is hospitalized Modify written and independent assignments Add more prompts for positive behavior at times when brother is hospitalized STEVEN’S BEHAVIOR PLAN might include … 29

29. FBA – Competing Pathway Desired Behaviors Consequences Antecedents Setting Events Problem Behaviors Consequences Alternative Behaviors

30. Antecedent Strategies • Practice adult rational detachment – ie., scripts • Change the environment or schedule • Use prompts and reminders • Modify instruction, materials, expectations

31. ANTECEDENT STRATEGIES: Pre-correct using goals of CICO plan; Provide opportunities to work with partner; Provide a high number of opportunities to respond orally; Provide alternate modes of task completion; Provide scheduled attention to reduce the need for attention-seeking behavior Provide opportunities for recognition and leadership Plan socialization in schedule prior to or following times of day when Steven typically struggles STEVEN’S BEHAVIOR PLAN might include … 32

32. Desired Behaviors Setting Events Problem Behaviors Antecedents Consequences Consequences FBA – Competing Pathway Alternative Behaviors 33

33. Teaching Strategies Explicitly teach expected behavior to the student Provide structured promptsfor appropriate behavior Provide opportunities to practice skills Provide opportunities for positive feedback Fade support as the student gains new skills

34. TEACHING STRATEGIES: Explicitly teach, practice, prompt, and provide reinforcement to help Steven get started on assignments & to take turns in groups (desired behavior) Explicitly teach, practice, prompt, and provide reinforcement to help Steven recognize and respond positively to teacher prompts (acceptable alternative behavior) Teachers will use scripts to avoid power struggles Give Steven the role of “encourager” during group discussions and activities Planned ignoring of attention-seeking; teach students to use planned ignoring; catch Steven showing desired behavior and praise STEVEN’S BEHAVIOR PLAN might include … 35

35. Desired Behaviors Problem Behaviors Setting Events Alternative Behavior Antecedents FBA – Competing Pathway Consequences Consequences 36

36. CONSEQUENCES • Office Discipline Referrals • School Discipline Procedures • Alternatives to suspension • Restorative justice • Offer planned opportunities to avoid certain activities • Reinforcement: • Type • Schedule • Interval

37. CONSEQUENCE STRATEGIES: Praise and award points for responding to teacher prompts and directives Praise and bonus points for getting started and taking turns in discussions/activities; Daily and weekly reinforcement (involving peer and/or adult attention) for 70% CICO points Provide attention whenever Steven seeks it in appropriate ways, even if it’s just to say “I’ll be there in a minute” Planning room after one prompt and one warning following problem behavior; process with PR staff if leave class calmly / ten minute t.o. if leave class disruptively STEVEN’S BEHAVIOR PLAN might include … 38

38. It says right there on my FBA-driven BIP that you’re supposed to planfully ignore my low-level attention-seeking behaviors and then intermittently provide an activity reinforcer with social components whenever I share the conversational floor with others, all in an effort to increase the frequency of my use of prosocial behaviors

39. Other Strategies • Individualized CICO • Mindfulness activities • De-escalation • Life Space Intervention • Social Skills • Pre-Correcting • Prompting • Behavior Contracts • Trauma-Informed Interventions • Sensory-Guided Interventions • Peer Tutoring • Mentoring • Classroom Management • Motivational Interviewing • DBT

40. CRISIS PLAN Desired Behaviors Consequences Setting Events Antecedents Problem Behaviors Consequences Alternative Behaviors

41. CRISIS PLAN • De-Escalation / Drain-Off • Crisis Plan Development • Crisis Teams and Procedures

42. I’m tellin’ you, Helen, he walked in my class as Darth Vader and after implementing that FBA-guided BIP, he’s leaving here as Luke Skywalker!

43. Evaluate the Plan

44. Evaluation Measures Student Outcome • Rating scales • Percentages • Counts Intervention Fidelity • Staff perception

45. Discussion/Questions/Comments

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

47. Necessary Conversations (Teams) Tier 1 Tier 2 Tier 3 SU/District Team – Universal: •Coordinates implementation at schools •Ensures access to resources •Reviews data across schools for SU/District planning SU/District Team – Targeted/Intensive: •Secures resources •Focuses on student outcomes •Focuses on Fidelity of Implementation measures across the district/SU SU/District School Leadership Team Universal •Plans and implements 6 school components of PBIS School Systems Level Team – Targeted/Intensive: •Creates procedures for referral, screening and evaluation •Communicates with staff and families School Student Level Team – Targeted: •Matches students to interventions •Evaluates & Monitors Student Progress Student Level Team – Intensive: •Completes FBA/BIP •Evaluate & Monitor Student Progress Facilitates Wraparound Student

48. Stages of Implementation Implementation of an “innovation” (PBIS Wraparound) occurs in stages 2-4 years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

49. Role of Administrator • Administrator needs to…. • Know what the practices look like when implemented with fidelity; • Access special resources, if needed. • Support team meeting time • Be flexible around school policies/procedures. • Be committed to helping students and LRE. • Be aware of data using tracking tools; help decide what needs to change.

50. Role of Supervisory Union/Supervisory District Coordinator • Builds capacity to implement effective practices • Focus on student outcomes • Focus on fidelity of implementation of effective practices across District/Supervisory Union. • Align SU/SD systems, data and practices.