PBIS Facilitators Support Group Day 3 PBIS Arizona
PBIS Facilitators Support Group Day 3 PBIS Arizona Katie Sprouls, Ph. D, Ed. S Jada Bury, Ed. S
Troubleshooting Challenges CHANGE Vision Skills Incentives Resources Action Plan = CONFUSION Vision Incentives Vision Skills Resources Vision Skills Incentives Action Plan = ANXIETY RESISTANCE Action Plan = FRUSTRATION Resources TREADMILL
Case Study Problem Solving Tier 1 Expectations System Teaching System Step 1: Determine What Tier is Effected. Step 2: Determine What System is Effected. Step 3: Is the problem student centered, Tier 2 staff influence or family circumstances? Screening: Step 4: Document what has worked. of level need Identification Step 5: What is the primary barrier to goal? Detecting: Step 6: Recommendations for PBIS team. Identification of type of need Tier 3 Progress Monitoring of Tier 1 & 2 Individualized Interventions Reinforcement System Selecting Evidence Based Interventions CICO Accountability System Developing & Implementing Intervention Plans FBAs Data System Progress Monitoring BIPs Buy In Progress Monitoring Fidelity Teaming Wraparound Teams
The Case of Joey Student: Joey, 2 nd Grade Target Behavior: Home life: Lives with step-father, mother not consistently in the picture (brief visits only), and older brother (adult). Diagnosis of ADHD on medication since end of 1 st grade. Recent FBA indicated function was Attention (teacher) Seeking behaviors. Operational Definition: History: In 1 st grade he struggled with talking back and being honest. After several interventions to help this student with on-task and kind behavior, he was placed in daily (am/pm) one-on-one intervention with school counselor. He reached his goal of earning 6 -8 points 74% of the time during the 4 th quarter (3 rd quarter he reached his goal only 57% of the time). This year, he received 2 referrals and 2 discipline tickets, and 1 time admin was called to remove him from the classroom. In October, he was placed into Check in /Check out with a teacher due to behaviors. Disrespect & Aggression Walking on top of the picnic table, breaking bathroom door, being rude to other students, throwing a fit when he doesn’t win, shouting out, lack of empathy for others, arguing with the teacher/disrespectful, pushing another student off the risers during the class grade performance, throwing tantrums, poor sportsmanship, refusing to leave class or think time consequence Response to Consequences: When student receives consequences for his inappropriate behaviors, he responds with “Well, it’s only for a few days” or “That’s ok. I got 2 points, which is better than 1. ” Or “well, I get to go to recess next week!”
The Case of Joey Intervention: Check In/Check Out Criteria for Intervention: He received 2 referrals and 2 discipline tickets, and 1 time admin was called to remove him from the classroom Duration: Meets with counselor in the AM to establish his daily goal and give examples of what is expected of him while reflecting on his previous day/behaviors. Progress Monitoring Data: Only reached his Check in Check out goal 47% of the time during a 2 month period and as a result was placed back into daily (am/pm) one-on-one intervention with school counselor. Since starting the new intervention, he has earned 6 -8 points 4 out of 9 days. He is not getting his parent signature and parent has received notice that this needs to happen. Clarification Questions: 1. What is the comparison of the progress monitoring data to the baseline data? 2. What does graphed data indicate (trend line v. goal line)? 3. What and how are lessons provided to teach him the desired intervention skills? 1. Is the CICO the intervention or the vehicle for the intervention? 1. What is his reward for his plan? Is it too long?
Joey’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Data suggests he is struggling with Tier 1 due to the 2 ODR, 2 Discipline Ticket, 1 removal of classroom AND? Tier 2: Student met school’s criteria for CICO �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System Tier 2: Data Source (what is T 2 criteria? ) Detection (Is CICO an EBP for aggression? What lessons are being directly taught in intervention? ), Progress Monitoring (What does his trend and goal line indicate? ) �Step 3: Is the problem student centered, staff influence, or family circumstances? Student centered and family circumstances are impacting.
Case Study Problem Solving Step 1: Determine What Tier is Effected. Step 2: Determine What System is Effected. Tier 1 Tier 2 Tier 3 Expectations System Screening: Identification of level need Progress Monitoring of Tier 1 & 2 Teaching System Detecting: Identification of type of need Individualized Interventions Reinforcement System Selecting Evidence Based Interventions CICO Accountability System Developing & Implementing Intervention Plans FBAs Data System Progress Monitoring BIPs Buy In Progress Monitoring Fidelity Teaming Wraparound Teams
Prescriptively Select Intervention Match Intervention to Behavior Categorization Behavior Aggression Hyperactivity Attention Problems Bullying Anxiety Type of interventions: Problem Solving Training Contingency Management Direct Social Skill Instruction Exposure-Based Techniques Verbal Mediation Self-Management Daily Behavior Report Cards Partner Class Aide Contingency Management Social Skills Training Task Modification Modified Task-Presentation Strategies Team Building Support Groups & Behavior Contract Modeling Peer mediated Conflict Resolution & Negotiation Multimodal Interventions Self-management Anger Management Groups Small group skill mastery Cognitive Restructuring Brief Functional Assessment Class wide Peer Tutoring Diversity Groups New comers club Replacement Behavior Training Parent Training Computer Assisted Instruction Problem Solving Skills Training Integrated Cognitive Behavioral Therapy Daily Behavior Report Cards Multimodal Interventions Social Skills Training
Joey’s Case Study Problem Solving Guiding Questions �Step 4: Document what has worked. Interventions that included: At the end of 1 st grade: Target behaviors: on-task and kind behavior, he was placed in daily (am/pm) one-on-one intervention with school counselor. After intervention employed in 3 rd quarter he reached his goal only 57% of the time, and he reached his goal of earning 6 -8 points 74% of the time during the 4 th quarter. �Step 5: What is the primary barrier to reaching goal? Lack of motivation to perform, consequences inconsequential to the student, lack of skill/needs practice in contrived setting for aggression/self-control.
Joey’s Case Study Problem Solving Guiding Questions �Step 6: Recommendations for PBIS team: 1. Review Tier 2 Plan with PBIS Tier 2 team. 2. Have student complete a Motivation Inventory (Ex: Dunn Rankin Reinforcement Inventory) & Reinforcement List – Can he choose to bring a friend instead of lunch with the counselor? 3. Chart Joey’s behavior with trend line and goal line 4. Set 15% growth goal from baseline and increase gradually as success is achieved. 5. Review the EBP intervention matrix for other interventions that would prescriptively meet his needs. 6. Employ direct instruction, model, practice, feedback cycles (minimum 8 times) and track data to determine responsiveness. 7. Employ the FITT principle if responsiveness is minimal and repeat process. OTHER RECOMMENDATIONS:
The Case of Eddy Student: Eddy, 4 th Grade Home life: In foster care, has a sister one year older than Eddy, foster mom is really good at communicating with school. Target Behavior: History: Eddy is new to the school this year. He is lacking in social skills but wants to please people (adults) He tends to lie if he thinks it will keep him out of trouble. He’s not very good at it. He has been in CICO for about 3 months for off task behavior. His goal was to complete his assignments in class. His goal attainment has been inconsistent. The staff feels it doesn’t seem to be helpful for the student. He is talking to his peers, himself, or anyone near instead of completing his work. The team tried a signal from the teacher when he was talking to redirect him and that would work for a couple of minutes. They decided to stop the CICO for now and are having a BST meeting on his behavior. Off task behavior Operational Definition: Talks to others around him instead of completing his work.
Eddy’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Questionable – Did he meet referral criteria for CICO? Tier 2: Student identified as in need Tier 2 level of support. What was criteria for intervention selection? �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System Tier 2: Data Source (what is T 2 criteria? ) Detection (Is CICO an EBP for the actual target behavior? What is lessons are being directly taught in intervention? ), Progress Monitoring (What does his trend and goal line indicate? ) �Step 3: Is the problem student centered, staff influence, or family circumstances? Student Centered & Staff Influence.
Eddy’s Case Study Problem Solving Guiding Questions �Step 4: Document what has worked. The teacher signaled him when he was talking to redirect him and that would work for a couple of minutes. CICO was terminated due to lack of response. �Step 5: What is the primary barrier to reaching goal? Does Eddy have academic needs? It appears the target behavior social skills and not off-task behavior. Off task behavior may be a product of deficit in social skills. Clarify appropriate target behavior before selecting EBP intervention. Currently: target behavior is not accurately identified to ensure consistent implementation of intervention and track progress monitoring.
Eddy’s Case Study Problem Solving Guiding Questions �Step 6: Recommendations/Questions for PBIS team: 1. Q: Was actual target behavior off task or social skills? Recommendation: If it was only off task then, self-management interventions would have been appropriate through graduated phases of direct intervening from teacher. If social skills is his area of need then CICO alone is not effective (See selecting EBP interventions Tier 2 Day 2) 2. Q: Were social skills interventions implemented? Recommendation: Provide direct instruction small group social skills intervention and track progress monitoring data through CICO. 3. Q: When the teacher saw success with the signal, was there continuation of that practice? Was student reinforced for complying with the signal for back on task and what did that reinforcement look like? Recommendation: Go back to the signaling for desired behavior and reinforce when student demonstrated desired behavior (may need to do that 28 times) and the increase time between prompt or receiving reinforcement until student is independently meeting goal of on task or appropriate social skills
Eddy’s Case Study Problem Solving Guiding Questions �Step 6: Recommendations/Questions for PBIS team: 4. Q: Was intervention addressed through the FITT principle and assessed for 4 -6 weeks at each phase? Was the data tracked to use trend line and growth line from his baseline when success? Recommendation: Go back to implement and track (w. intervention phases in plan) Tier 1 strategies (see previous recommendation #3) before skipping past Tier 2 to Tier 3. 5. Q: Was the student’s motivation/reinforcement for the goal aligned to his interest? Recommendation: Have student complete a Motivation Inventory (Ex: Dunn Rankin Reinforcement Inventory). Maybe social attention with peers or adult could be used as a motivation/reinforcement since that appears to be a function of his behavior. 6. Try Newcomers club or peer mentor for socialization. OTHER RECOMMENDATIONS:
The Case of Johnny Student: Johnny, 3 rd Grade Home life: Parents are not always supportive of incentives and ideas of how as a school and PBIS facilitator approach to his behavior. Background: His moods fluctuate daily and even hourly. He has a very calming, consistent teacher who rewards constantly and uses his talents in the classroom to keep him on task and from having behavior issues. Target Behavior: Disruption and threats Operational Definition: Student can be verbally and physically threatening to other students, behavior becomes very disruptive.
Johnny’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Unknown – Did he meet referral criteria for Tier 2? Tier 2: If Student identified as in need Tier 2 level of support. What was criteria for intervention selection? �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System Tier 2: Data Source (what is T 2 criteria? ) Detection (What prescriptive intervention does he need? ) Progress Monitoring (What is his baseline? ) �Step 3: Is the problem student centered, staff influence, or family circumstances? Student centered and possibly family circumstances impacting effectiveness of plan.
Johnny’s Case Study Problem Solving Guiding Questions �Step 4: Document what has worked. Not provided. �Step 5: What is the primary barrier to reaching goal? Student may have psychological or physiological issues due to the severity of the fluctuation in behavior that have not been identified. Parents not on board with team. Step 6: Recommendations/Questions for PBIS team: 1. Q: Has student met criteria for Tier 2 intervention? If yes, has intervention plan been created? Recommendation: If severity and frequency of behavior are not impacted using Tier 1 strategies, then data (MIR or ODR) should suggest need for Tier 2 intervention. A plan should be created to determine his target behavior, EBP intervention, baseline, “dosage” and communication / progress monitoring schedule. OTHER RECOMMENDATIONS:
The Case of Samuel Student: Samuel, 9 th. Grade Background: Samuel has a 504 plan for ADHD. Per the plan (last one at the middle school) this condition impacts his academic, social and emotional development. Not an independent learner, requires frequent interventions and prompting. Behavior continues to be present and teachers have had one-on-one with him and called home to parents. Currently, he only failed one class (English). He was a C-D student in his other classes with a lot of missing assignments last semester. Current Intervention Plan: Met criteria to receive study skills interventions at the start of this year. Presents as a bright but disruptive student, who negatively impacts the learning process for himself and others. 504 Plan has a lot of accommodations including preferential seating, extended time, repeat directions, chunk assignments, alternate test site, praise for success and appropriate behavior. From a teacher standpoint, high maintenance with little return. Target Behavior: Disruption & Aggression Operational Definition: Not provided.
Samuel’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Unknown – Did he meet referral criteria for Tier 2 for study skills, but is aggression the area of need? Tier 2: If Student identified as in need Tier 2 level of support. What was criteria for intervention selection? �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System Tier 2: Data Source (what is T 2 criteria? ) Detection (What prescriptive intervention does he need? ) Progress Monitoring (What is his baseline? ) �Step 3: Is the problem student centered, staff influence, or family circumstances? Student centered and Staff Influence �Step 4: Document what has worked. Not Provided
Samuel’s Case Study Problem Solving Guiding Questions �Step 5: What is the primary barrier to reaching goal? Student responsiveness to intervention, possible mismatch of intervention to behavior, teacher buy-in Step 6: Recommendations/Questions for PBIS team: 1. Q: Has student met criteria for Tier 2 intervention for aggressive behaviors or study skills? Recommendation: Determine if student’s behavior and the EBP intervention match. Student may need direct instruction approach to aggressive behaviors before tackling study skills. Appears historical approach has been through accommodations to the environment Tier 1, which does not appear to be effective if being carried out with fidelity. Recommendation: Couple academic intervention with self-management interventions for missing assignments and time management, then also layer in an intervention that addresses aggression and anger management. Determine reinforcer/motivator with student using motivation inventory. Establish baseline and graph student’s responsiveness and goal line, employ FITT if you see inconsistent or flatling data after four – six weeks of intervention being implemented with fidelity. OTHER RECOMMENDATIONS:
The Case of Lenny Student: Lenny, 11 th. Grade Background: Lenny has an IEP for SLD in math and written expression, student lost his father at age 10 and has continued grief. Last semester Lenny failed three core classes, which are co-taught special education classes. He earns A’s in his auto shop classes and now in the highest level of the auto program. Academically, he has 7. 5 credits (should have 15 at this point). Will not graduate on time because of too much work to make up. Referred by attendance clerk after discussion with mom. Case manager is concerned about how to get Lenny to engage in school. He has 7 -9 absences to date and 12 tardies to his last class. He does have to traverse across the entire campus but there is sufficient time to do so. Current Intervention Plan: IEP provides the following accommodations: seating by someone helpful, minimize distractions, chunk info, more time, monitor work, revise tests, extra time. Target Behavior: Disengaged to be successful Operational Definition: Student demonstrates minimal motivation required to progress and be successful in school/content area classes required to graduate.
Lenny’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Environmental changes to reduce tardies last hour? Link reinforcement and teaching to his strength (Auto shop) �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System �Step 3: Is the problem student centered, staff influence, or family circumstances? Student centered
Lenny’s Case Study Problem Solving Guiding Questions �Step 4: Document what has worked. Success documented in Auto shop. �Step 5: What is the primary barrier to reaching goal? Graduation timeline, student motivation, scheduling(? ) Step 6: Recommendations/Questions for PBIS team: Has grief been addressed through counseling? Recommendation: Have the IEP team determine if schedule it is contributing to the tardies. Is he the only student that has that problem or is he contributing to the problem? Recommendation: The IEP team should examine his strengths and design a plan that complements those. Ex: Determine essential skills needed to be assessed on a modification plan for assignments within his IEP plan. Such as using his strengths in Auto shop to express his skills in writing or math (using real life / auto focused problems to solve). Recommendation: If classes are accommodated and modified for his skill level, then link reinforcement plan to his interest area of auto shop (Ex: auto shop teachers aid, auto shop internship, etc. ) as he shows growth in his goals of increasing turning in assignments.
The Case of Susie Student: Susie, 8 th. Grade Target Behavior: Background: Susie has been placed on the “Retention List” for failing all four core subjects two quarters in a row. She has a 32% absence rate for the first two quarters – missing morning class consistently, and arriving about noon each day. She says it’s because of her “soccer. ” She often refuses to participate in classwork. She does not relate to the other students and rarely speaks in class. Operational Definition: Current Intervention Plan: None at this time. Poor attendance & engagement Student is late to school frequently and does not participate in tasks requested when prompted by the teacher.
Susie’s Case Study Problem Solving Guiding Questions �Step 1: What Tier is Effected? Tier 1: Attendance and participation. �Step 2: What System is Effected? Tier 1: Teaching System, Reinforcement System, Accountability System �Step 3: Is the problem student centered, staff influence, or family circumstances? Student centered and possible family circumstances.
Susie’s Case Study Problem Solving Guiding Questions �Step 4: Document what has worked. No information provided. �Step 5: What is the primary barrier to reaching goal? Student motivation, potential parent buy-in, possible social withdrawal? �Step 6: Recommendations/Questions for PBIS team: Recommendation: Meet with the parents, child and teachers to set up a reinforcement plan when student attends class on a regular basis, as well as increasing engagement. Identify barriers with the parent regarding Susie’s attendance. If soccer is a motivator then use that as the reinforcer, and establish access to soccer if goals are reached. Is this private out of school soccer or school based soccer? Use a shaping intervention / phases of intervention (get her to school first and get in routine and then start slowly introducing work. Recommendation: Examine the school’s Tier 2 criteria for intervention. What data sources and entry criteria is established that would be appropriate for this student? Recommendation: Begin with CICO for self-management / on-time behaviors first. The lack of engagement piece may be due to the high number of absences and tardies. Establish baseline and track students behavior weekly in graph form, include trend and goal line for analysis. OTHER RECOMMENDATIONS:
Thank you for your participation! �Next Facilitators Support Group: 3/8/17 �Topics: Case Studies / Practice Coaching �Requests:
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