Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation

1. Targeted /Small Group Interventions: A Proposed Model for Tier 2 Systems Implementation Tim Lewis, Ph.D. , Barbara Mitchell, Terry Bigby, Ph.D. and Linda Bradley University of Missouri Missouri Schoolwide Positive Behavior Support <pbismissouri.org> OSEP Center for Positive Behavioral Interventions & Supports <pbis.org>

2. Session Overview • Part One • Overview/ Basics • “Model” process and essential features • Part Two • School examples highlighting systems for adults, practices for students, and data used to guide the process

3. School-wide PBS Process See Small Group Catalog and Planning Forms

4. Practices(what we do for students) • Clear Outcomes/Objectives • Research supported • Technical assistance input • Stake holder input Matched to needs of student but not highly individualized

5. Systems (how we support adults) • Evaluate Current systems • Allocate/reallocate resources • Develop process/model and forms (adult & student) • Training / information dissemination • On-going support (adult & students) • Develop formative evaluation process (student outcomes, adult use, success and barriers) • Provide frequent positive & instructional feedback to staff All staff aware of entrance/exit and purpose plus follow-along activities

6. Data(how we make decisions) • How to identify students / Data Decision rules • Progress along the way • Student outcomes • Adult perceptions • System analyses / Cost benefit Staff aware of DDR and process to place students in tier II supports

7. Policy(how to maintain change) • Create standard processes • Codify within existing policy • Dissemination to multiple audiences Create Tier II handbook and review annually

8. Small Group Starting Points Pre-requisites • Universals firmly in place including classrooms • Data used consistently in team meetings Requisites • Data decision rules to identify students who need additional supports supports • Environment • Student • Progress monitoring plan developed • Equal attention to practices (student support) and systems (adult support)

9. Student Support Model Phases of Implementation

10. Analysis and/or Full Assessment Phase 4: Evaluate Outcomes & Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks? Obtain Attention? Obtain Attention? Skill Deficit? Phase 3: Function-based Intervention Targeted Environmental Interventions Step 2: Teacher & Team synthesize data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team Partner collect data. Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Phase 2: Identification Process Teacher/Parent Nomination Data Decision Rules Universal Screening Instrument Tier 1 implemented with fidelity? Phase 1: Provide Adequate Instruction If Yes, then • Classroom System • Nonclassroom System • Schoolwide System

11. Student Support Model • Phase 1 =Provide Adequate Instruction • Phase 2 = Identification Process • Phase 3 = Function-based Intervention • Collect Student Information • Select Intervention • Implement Intervention • Phase 4 = Evaluate Outcomes & Make Decisions *Team based support throughout each phase

12. Phase 1 = Provide Adequate Instruction • Teach, Practice, Acknowledge, Respond Consistently • School-wide, Non-classroom, Classroom • Initial & Data-based, On-going • Goal = Students have time to respond Teachers have time to know students • Caveat = Students who can’t wait • Establish Criteria… • Serious/Chronic; Dangerous or violent

13. Phase 1 = Provide Adequate Instruction Effective Classroom Practice: • Expectations & Rules • Procedures & Routines • Continuum of Strategies to Acknowledge Appropriate • Continuum of Strategies to Respond to Inappropriate • Active Supervision • High Rates of Engagement: OTR • Activity Sequence & Offering Choice • Academic Success & Task Difficulty

14. Phase 1 = Provide Adequate Instruction Was Tier 1 Implemented with Fidelity? Did all students receive adequate instruction? • SET = score (80/80) within past 18 months • SAS = 80% report systems are in place • Data indicating 80% or more of students have 0-1 ODR • Classroom Walkthrough Observation Data

15. Student Support Model • Phase 1 = Provide Adequate Instruction • Phase 2 =Identification Process • Phase 3 = Function-based Intervention • Collect Student Information • Select Intervention • Implement Intervention • Phase 4 = Evaluate Outcomes & Make Decisions *Team based support throughout each phase

16. Phase 2 = Identification Process Externalizing Behavior Examples… • Aggression to others or things • Hyperactivity • Non-compliance • Disruptive • Arguing • Defiance • Stealing • Not following directions • Calling out

17. Phase 2 = Identification Process Internalizing Behavior Examples… • Exhibits sadness or depression • Sleeps a lot • Is teased or bullied by peers • Does not participate in games • Very shy or timid • Acts fearful • Does not stand up for self • Self-injury (cutting, head banging) • Withdrawn

18. Phase 2 = Identification Process • Teacher Nomination for Assistance • Short/simple • Designed for quick response Identifies internalizing & externalizing ? Allows for early identification?

19. Phase 2 = Identification Process • Data Decision Rules • ODR/Classroom Minors • Attendance • Academic Indicators/Grades Identifies internalizing & externalizing ? Allows for early identification

20. Phase 2 = Identification Process • Universal Screening Instruments • Systematic Screening for Behavior Disorders (K-6) • Walker & Severson, 1990 • Strengths & Difficulties Questionnaire (K-12) • Goodman, 2001 • Behavioral & Emotional Screening System (PreK-12) • Kamphaus & Reynolds, 2008 Identifies internalizing & externalizing ? Allows for early identification

21. Student Support Model • Phase 1 = Provide Adequate Instruction • Phase 2 = Identification Process • Phase 3 = Function-based Intervention • Collect Student Information • Select Intervention • Implement Intervention • Phase 4 = Evaluate Outcomes & Make Decisions *Team based support throughout each phase

22. Phase 3 = Function Based Intervention • Collect Student Information • Simple FBA • Standard Protocol = (FACTS) • Team Developed • Select Intervention • Targeted Environment; Social Skill Group; CICO; Mentoring (adult or peer); Academic Support • Implement Intervention • Minimum 4 data points collected over 4 weeks (Sprague et al, 2008, p.79)

23. Phase 4 = Evaluate Outcomes & Make Decisions Was the IV implemented with integrity? Does the IV match function of student behavior? • Use data to determine response to the intervention … • Fade or Continue • If student has 3-4 consecutive data points below the goal line… (Sadler & Sugai, 2009) • Modify or Intensify

24. Analysis and/or Full Assessment Phase 4: Evaluate Outcomes & Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks ? Obtain Attention? Obtain Attention? Skill Deficit? Phase 3: Function-based Intervention Targeted Environmental Interventions Step 2: Teacher & Team synthesize data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team Partner collect data. Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Phase 2: Identification Process Teacher/Parent Nomination Data Decision Rules Universal Screening Instrument Tier 1 implemented with fidelity? Phase 1: Provide Adequate Instruction If Yes, then • Classroom System • Nonclassroom System • Schoolwide System

25. Tier 2 Action Plan Checklist • Tier 2 Team • Student Identification Process • Function-based Matching Process • Intervention Implementation • Monitoring Progress, Evaluating Outcomes & Making Decisions • Strategies for Communication

26. System Level Evaluation Checklist for Individual Student Systems (CISS) • Part I. Foundations • Establish & Maintain a Behavior Support Team • Strategies for Meeting the Needs of Students • Monitoring & Evaluation • Part II: Targeted Interventions • Part III: Intensive Individual Interventions

27. System Level Evaluation Benchmarks of Advanced Tiers (BAT) • Implementation of SW PBS • Foundations for Tiers II & III • Commitment • Student Identification • Monitoring & Evaluation • Tier 2 Support Systems • Tier 2 Strategy Implementation

28. Essential Features Emphasis is on continuum and interrelated components of data, practices, systems

29. Targeted/Small Group Interventions: Building Blocks • Teach/build pro-social replacement behaviors • Attend to possible function of the problem behavior • Build maintenance and generalization strategies to promote use • Connect points to universals

30. Targeted/Small Group Interventions Consider • Not fixed group of students • Student’s needs vary across continuum over time and within academic/social area • Least intrusive but matched to student need • Response may be environmental changes without direct student intervention

31. Structural Analysis Setting Factors Assessment Tool • Level 1: Classroom Set-up and Structure • Level 2: Context Specific Activities • Level 3: Instructional Delivery and Tasks • Level 4: Student Behavior Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30, 25-40.

34. Important Themes Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention – Important to stress that these interventions will require high level of involvement among ALL staff within the school building

35. Data: Assessment Focus is on sorting student for service, not “diagnosis and placement.” Social-Behavioral Concerns Social skills Self-management Academic Concerns Peer Tutors Check in Homework club Emotional Concerns Adult mentors

36. Practices: Building Blocks Teach/build pro-social replacement behaviors Build maintenance and generalization strategies to promote use Attend to possible function of the problem behavior

37. Small Group / Targeted Practices Social Skill Training Self-Management Mentors Check-in Peer tutoring / Peer Network Academic support

38. Social Skills Identify critical skills (deficit or performance problem) Develop social skill lessons “Tell, show, practice” Match language to school-wide expectations Generalization strategies Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies

40. Self-Management Teach self-monitoring & targeted social skills simultaneously Practice self-monitoring until students accurately self-monitor at 80% or better Periodic checks on accuracy It is not simply giving students a self-evaluation check-list, must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

42. Mentoring Focus on “connections” at school Not monitoring work Not to “nag” regarding behavior Staff volunteer Not in classroom No administrators Match student to volunteer 10 minutes min per week Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

45. Check-in Focus is on academic & social compliance AM / PM Teach strategies to enter work /objectives to accomplish Agendas All staff must prompt/reinforce student use Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work completion across the school day

48. Schools ImplementingTier 2 Support MO SW-PBS Center for PBS College of Education University of Missouri

49. Feature 1: Tier 2 Team

50. Tier 2 Team Membership Principal or Asst. Principal Universal SW-PBS team member Faculty with expertise in behavior assessment and interventions General Educator with expertise in academic assessment and intervention