PBIS VI Welcome Back 3202019 PBIS NWESD Building
PBIS VI Welcome Back 3/20/2019 PBIS - NWESD Building Team Cohort VI March 20, 2019 9 am-4 pm Reid Harbor Room Be Kind
Agenda • Timeline Check-In (adjust agenda as necessary) q Team Celebrations since August 2018 - Report Out • Expansion of Day 5 – Understanding Escalating Behaviors q Managing Escalating Behaviors – DEEPER DIVE q Tier 3 Interventions – EXPANDED LEARNING • Sustainability – LONG LIVE PBIS !! Team time integrated within and at the end. PBIS VI 3/20/2019
Parking Lot Notes Please use Chart Post-it for additional questions/ inquiries – Will try to address as the day continues PBIS VI 3/20/2019
Opening Activity Insert Timeline Check-In INTEGRATE TIMELINE WITH Team Initiation Checklist TIC 3. 0 Check in Journey since August 2018 - • Final TIC review & share out, and • Teams will identify Two key areas for future action. PBIS VI 3/20/2019
Understanding Parts to Whole PBIS VI 3/20/2019
Tier I is Foundation for Tier II and Tier III Power of 5: 1 PBIS VI 3/20/2019
PBIS VI Tier II Systems CICO-Basic Procedure Classroom Managed & Teacher Feedback Social Skill Groups Skill Streaming Training 3/20/2019
Managing Escalating Behavior PBIS VI 3/20/2019
Tier III Interventions PBIS VI 3/20/2019 Specialized, individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions. – Simple request for assistance – Immediate response (24 -48 hours) – Functional behavioral assessment-based behavior support planning – Team-based problem solving process – Data-based decision making – Comprehensive service delivery derived from a wraparound process
PBIS VI 3/20/2019 Conflict Cycle and Irrational Beliefs https: //<iframe width=" Video Irrational Beliefs: What we see as true, the rest of the world sees differently.
PBIS VI Out of Control (…Anonymous) What I believe seems real. What I feel seems obvious. 3/20/2019 I don’t want to stay yet I am unable to leave. What I think seems to be true. I cannot say yes and do not want to say no. My coming and going is confused. I want to talk and yet want to be left alone. Events swirl and time spins wildly. I am so fearful and do not know what to do. Up appears as down and in as out. I think I will explode inside…. I am out of control.
Mirror Neurons PBIS VI 3/20/2019 Reflecting students reactions to a crisis situation can lead to greater escalation, thus perpetuating the “conflict. ” *Think about how this especially would affect a student with a high aces score. *ACES Resource to share with staff. https: //www. ted. com/talks/nadine_burke_harris _how_childhood_trauma_affects_health_acros s_a_lifetime Trauma Informed - https: //www. youtube. com/watch? v=LKDZDgnx LK 4
Acceleration and De-escalation Cycle PBIS VI 3/20/2019
1. Calm Ø Student is cooperative ü Accepts corrective feedback ü Follows directions ü Sets personal goals ü Ignores distractions ü Accepts praise PBIS VI 3/20/2019
PBIS VI 2. Trigger 3/20/2019 Ø Student experiences a series of unresolved conflicts ü Repeated failures ü Frequent corrections ü Interpersonal conflicts ü Timelines ü Low rates of positive reinforcement ü Student’s follow teacher’s model and correct student’s behaviors
3. Agitation PBIS VI 3/20/2019 Ø Student exhibits increase in unfocused behavior ü Off-task ü Frequent start/stop on tasks ü Out of seat ü Talking with others ü Social withdrawal
4. Acceleration Ø Student displays focused behavior ü Provocative (tries to engage someone) ü High intensity ü Threatening ü Personal PBIS VI 3/20/2019
5. Peak Ø Student is “out-of-control” and displays most severe problem behavior ü Physical aggression ü Property destruction ü Self-injury ü Escape/social withdrawal ü Hyperventilation PBIS VI 3/20/2019
6. De-escalation Ø Student displays confusion but with decreases in severe behavior ü Social withdrawal ü Denial ü Blaming others ü Minimization of problem PBIS VI 3/20/2019
7. Recovery Ø Students displays eagerness to engage in nonengagement activities ü Attempts to correct problem ü Unwillingness to participate in group activities ü Social withdrawal and sleep PBIS VI 3/20/2019
Reflective Activity -Silently Reflect on an occasion where you experienced or witnessed the escalation cycle. Jot down some notes…. PBIS VI 3/20/2019 Where, When, and Who was involved? What Triggered, What Fueled, Aggitted situation and What was the PEAK behavior? How did it FEEL, How did you know de-escalation began, and What did you observe/feel when the Cycle ended? THEN WHAT? ? ?
Observation Notes-Only write what PBIS VI 3/20/2019 happened…leave out the personal thoughts and perspectives of what you think. 12: 10 - Donny was playing alone in front of the game cupboard and began repeating over and over , “Ms. Lowell is yelling at me and I’m going to tell. ” (Ms. Lowell was nowhere near Donny at the time. ) Ms. Lowell said “Donny, lying is against the rules. That will be a point please. “ Donny spit into the air at Ms. Lowell and ran back to the calming area (a desk by the window. ) Ms. Lott said, “Donny, you don’t have to be back there, you just need to take a point. ” Donny threw a book at Ms. Lott and began to beat on the divider wall with both hands. 12: 15 - Ms. Lowell asked Donny if he was ready to talk. He said yes. Ms. Lowell asked why he was so angry and he called her by his dogs name, threw a book at her and began to chase Ms. Lowell with his fists in the air swinging them in a hitting motion. Mrs. Lott said “Donny, stop now!” Donny stopped and walked back to the calming area and said, “I’m going to call the cops because you yelled at me. ” He then pulled his pants down and shook his bare butt at Ms. Lowell and Mrs. Lott walked away. 12: 22 - Donny began sobbing. 12: 25 - Ms. Lowell asked Donny if he needed more time to calm down. He said “Yes. ” Mrs. Lowell said “Take as much time as you need. ” She handed him some tissue. 12: 35 - Ms. Lowell gave Donny his lunch and let him know he would be in In-Class-Suspension for the rest of the day.
PBIS VI 3/20/2019 FIND: Create reflection guide
10 Minute Break PBIS VI 3/20/2019
How do we gain student compliance? Ø Students must… ü Be fluent at the expected behavior ü Be taught the conditions under which the expected behavior is required ü Have multiple opportunities for high rates of successful academic and social engagement ü Receive or experience frequent and positive acknowledgements when expected behavior is exhibited PBIS 8/14/2018
Escalating Behavior PBIS 8/14/2018 What does escalating behavior look like? Video It’s JUST Stuff!
How do we gain student compliance? Ø Staff must ü Have the student’s attention before presenting the directive or making a request ü Give clear and specific directives that are stated positively ü Provide frequent and positive acknowledgements when expected behavior is exhibited ü Have established and taught consequence procedures for repeated non-compliance PBIS 8/14/2018
Responding to Challenging Behavior Ø Think of your identified student. How will you do the following? Write them down ü Disengage as soon as non-compliant behavior is observed ü Focus attention of students who are appropriately engaged ü Reward/positives for students appropriately engaged ü Provide choice: reasonable alternatives for compliance behavior PBIS 8/14/2018
Responding to Challenging Behavior PBIS 8/14/2018 Ø Use explicit “if/then” statements for choice ü What choices are available for your student? § If you do… then… § If you complete your work you can… § If you continue to… then… Ø Follow established consequence procedures for compliance or non-compliance
Responding to Escalations PBIS 8/14/2018 Ø Use process to understand student and teacher cycle and function of behavior Ø Establish pre-correction procedures for next compliance opportunity based on functional assessment information
Adult Escalates PBIS 8/14/2018 SAMPLE
Power Struggle PBIS 8/14/2018
Pre-corrections for… Noises? Out of seat? Materials lost / don’t have? Hand up – don’t know what to do? Missed directions – every time? Problematic academic area Special need: ADHD/ADD inattentive, social-emotional disability, autism, health impairment, etc. Ø How can they help you? ü Special signal Ø Ø Ø Ø PBIS 8/14/2018
Pre-correction PBIS 8/14/2018 Ø What does your student need to be pre-corrected for? Ø How will you pre-correct? Ø The “Look” or “Facial Behavior Management”
Calm PBIS Intervention is focused on prevention ü Arrange for high rates of successful academic and social engagements ü Well thought out / planned lessons ü Use positive reinforcement ü Teach social skills § § § Problem-solving Relaxation strategy Self-management 8/14/2018
Trigger Intervention is focused on prevention and redirection ü Remove from or modify problem context § How might you modify assignments? § Change the context? (seat, table, partner, group) ü Increase opportunities for success § Appropriate assignments § Modified assignments § Jobs / Helper ü Reinforce what has been taught § Behavioral and procedural expectations ü Change STAFF behavior PBIS 8/14/2018
Shane PBIS 8/14/2018 Ø Think about these questions when you watch this video. Be prepared to talk about them as a group and be ready to share out. ü What could the teacher have done differently? ü What was the trigger? ü What caused the escalation Play ü How could the teacher have positively engaged Shane when he knew that Shane was focused on doodling?
Agitation PBIS 8/14/2018 Intervention is focused on reducing anxiety ü Make structural/environmental modifications ü Provide reasonable options and choices § What can you live with? § What is most important? § When is it okay to say you don’t have to do this? ü Involve in successful engagements
Acceleration PBIS 8/14/2018 Intervention is focused on safety ü Remember… § Escalations and self-control are inversely related (more they escalate, the less control and vice versa) § Escalation is likely to run its course
Acceleration PBIS Stay focused on safety… 8/14/2018 Ø Remove all triggering and competing maintaining factors (recording, adult) Ø Follow crisis prevention procedures Ø Establish and follow through with bottom line. Ø Disengage from student Ø DON’T make it escalate more !!!
PBIS 8/14/2018 Stop, Reflect, Turn in Talk: What pushes YOUR button?
When Child’s Throttle is Stuck Ø Escalating Responses (Things to Avoid) ü Getting in the child’s face ü Discrediting the child ü Nagging or preaching ü Arguing ü Engaging in power struggles ü Tugging or grabbing the child ü Cornering the child ü Shout or raise voice PBIS 8/14/2018
Peak PBIS 8/14/2018 Intervention is focused on safety ü Procedures like acceleration phase, except focus is on crisis intervention ü DON’T take it personal!!!
De-escalation PBIS Intervention is focused on removing excess attention ü ü ü Don’t nag Avoid blaming Don’t force apology Emphasize starting anew DON’T take it personal!!! 8/14/2018
Recovery PBIS q Follow through with consequences for problem behavior q Positively reinforce any displays of appropriate behavior 8/14/2018
Recovery Intervention is focused on Re-establishing routine activities Debrief ü Purpose of debrief is to facilitate transition back to program ü Debrief follows consequences for problem behavior ü Goal is to increase more appropriate behavior PBIS 8/14/2018
Recovery PBIS 8/14/2018 Ø Permission to re-group- Space & Time Ø Problem-solving (when ready) example ü ü ü ü What did I do? Why did I do it? What could I have done instead? What do I have to do next? Can I do it? What can the teacher do to help me? How can I fix it with the X (teacher, student, para, principal, counselor, etc. )?
Stop & Think of a student you observed in the Escalation Cycle…. PBIS 8/14/2018
What could have been different? Pre-correct for Chronic Behaviors Ø Provide prompt in problem context before problem behavior occurs ü Go to problem context ü Get attention of student ü Provide pre-correction (reminder/opportunity to practice expected behavior ü Watch ü Reinforce appropriate response PBIS 8/14/2018
Response Plan (What If) PBIS 8/14/2018 Ø Develop a plan to… ü Create consistency between staff ü Understand the function of the behaviors ü Provide a guide to substitutes and support staff
Common Template to Analyze Escalation Cycle SAMPLE PBIS 8/14/2018
Response Plan PBIS 8/14/2018 SAMPLE
Response Plan PBIS 8/14/2018 SAMPLE
PBIS VI Big Ideas 3/20/2019 Ø Intervene early in an escalation Ø Disengage after non-compliance and provide “if/then” choice Ø Support and encourage appropriate alternatives to noncompliance and escalation Ø NOT personal – stay calm and remember the student will say/do almost anything during an escalation
PBIS VI 3/20/2019 It’s not personal, it’s just behavior. Student behavior is a way to get their needs met. Student misbehavior typically has nothing to do with you. Sometimes when you’ve formed a special bond with a student with challenging behaviors, you become their target because they know they are safe with you and you will still care about them tomorrow.
Team Problem-Solving / Plan (TEAM TIME) One member shares a student, Team analyzes the phase and ‘Alternative Response’ PBIS 8/14/2018
Lunch BREAK PBIS 8/14/2018
Behavior Observation Forms Don‘t reinvent the wheel. Use the tools that are available. Link to PBIS Targeted behavior manual.
Student Behavior in Context PBIS VI 3/20/2019 Quick Review Reinforcement Negative reinforcement Positive/ Negative Positive Reinforcement
Testable Hypothesis Setting Events Work alone for 30 minutes 4 Triggering Antecedents Problem Behavior Maintaining Consequences Math worksheet assignment Noncompliance and use of profanity Sent to office 2 1 Avoid work 3
PBIS VI 3/20/2019 Setting event - Examples § Factors that make problem behavior worse (more likely to occur, more intense) E. g. , illness, fatigue, social conflict, change in routine, …… § Factors that change value of current reinforce(s) E. g. , verbal praise less effective, peer attention more influential, escaping work more desirable….
KG TO create Easel size sheets with Hypothesis blocks. Choose a student you have identified as possibly Tier III, Testable Hypothesis 3. Setting Events 2. Triggering Antecedents 1. Problem Behavior 4. Maintaining Consequences Discus and Star items in the above Hypothesis which are or can be Modified by ADULT behavior.
Gallery Walk & BREAK Return with thoughts about Modifying Adult Behavior & be ready to share.
PBIS VI 3/20/2019 Requirements for TIER III 1. Behavior must be considered within context in which it is observed. 2. As intensity of problem behavior increases, so must intensity and complexity of functional behavioral assessment and behavior support planning process. KG- PLEASE Find pictures to go with these statements
Requirements for TIER III (continued) 3. Individuals who develop and implement behavior support plans must be behaviorally competent and able to… a. Conduct fluently functional assessment-based behavior support planning b. Facilitate efficient development, implementation, evaluation of behavior support plans c. Collect and analyze student performance data d. Develop academic and social behavior support plans that are based on research validated practices PBIS VI 3/20/2019 KG- PLEASE Find pictures to go with these statements
Requirements for TIER III (continued) 4. Decisions regarding effectiveness and efficiency of implementation of behavior support plan must be based in data. 5. Efficiency and effectiveness of implementation system of individual student support are related directly to effectiveness and efficiency of school-wide behavior support systems for all students, staff, and settings. PBIS VI 3/20/2019 KG- PLEASE Find pictures to go with these statements
Tier 2/3 Team membership: Critical features Someone skilled in function-based assessment, behavior support planning & implementation Someone skilled in data-based decision making for individual student progress Administrator Staff who know the student(s) AND Relevant Family members PBIS VI 3/20/2019 KG- PLEASE Find pictures to go with these statements
PBIS VI 3/20/2019 No heroes……. thanks anyway Do not try to provide support in isolation We do not want heroes, We want self-managers; work your way out of the manager role It takes a team If you already know it, challenge yourself to explain or teach it to someone else. KG- PLEASE Find pictures to go with these statements
Requirements for TIER III (continued) 6. The longer problem behavior has been occurring, the more resistant it may be to intervention. 7. Staff need sustained and effective support to respond effectively and efficiently to significant problem behavior. 8. Efficient team-based approach and process to problem solving must be in place. PBIS VI 3/20/2019 KG- PLEASE Find pictures to go with these statements
PBIS VI Tier III Plan Implementation Ø Be consistent across people, places and time Ø Implement for 10 consecutive school days Ø Use data to evaluate plan effectiveness Ø Problem solve and modify when necessary Ø Plan for graduation of Tier III as necessary 3/20/2019
REQUIREMENTS for Tertiary Interventions PBIS VI 3/20/2019 Specialized individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions. 1. Simple request for assistance 2. Immediate response (24 -48 hours) 3. Functional behavioral assessment-based behavior support planning
REQUIREMENTS for Tertiary Interventions PBIS VI 3/20/2019 Specialized individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions. 4. Team-based problem solving process 5. Comprehensive service delivery derived from a wraparound process 6. Data-based decision making
REQUIREMENTS for Tertiary Interventions -- DATA PBIS VI 3/20/2019 a. Establish data decision system for matching level of intervention to student. 1. Simple and direct request for assistance process for staff 2. Data decision rule for requesting assistance based on number of major behavioral incidents
REQUIREMENTS for Tertiary Interventions -- DATA (continued) PBIS VI 3/20/2019 b. Establish a continuous data-based system to monitor, evaluate, and improve effectiveness and efficiency. 1. Are students displaying improved behaviors? 2. Are staff implementing procedures with high fidelity? 3. What can be modified to improve outcomes? 4. What can be eliminated to improve efficiency?
FBA Process KG- PLEASE clean this slide up
Testable Hypothesis– more depth Desired Alternative Typical Consequence Do work w/o complaints. Points, grades, questions, more work. 3. Setting Events 2. Triggering Antecedents 1. Problem Behavior Maintaining Consequences Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Acceptable Alternative Ask for break, ask for help.
PBIS VI 3/20/2019
PBIS VI 3/20/2019
PBIS VI 3/20/2019
Modified FBA PBIS VI 3/20/2019 Conduct Brief Functional Behavioral Assessment Ø Where does the problem behavior occur/not occur? Ø Why does the problem behavior keep happening? Ø Develop summary statement of problem behavior and meet with team to determine plan.
PBIS VI 3/20/2019
Make a Plan Write down what the adult will do when student: (a) behaves appropriately (b) engages in minor problem behaviors (c) engages in major problem behaviors
Teach and Reinforce Pick replacement behavior Teach Provide reinforcement for functionally equivalent alternative behavior Student gets (consequence) what he/she wants for doing (behavior) what you want.
Considerations in Choosing Alternative Behaviors Choose a more efficient behavior than problem behavior Consider effort, immediacy, and consistency of “pay off” Choose a behavior that is appropriate for learner and context Student can understand what is expected, Behavior is already in repertoire or approximation, and Easy to learn- achievable. Initially teach sequential behavior, and Break into small, progressive steps.
Plan Implementation Be consistent across people, places, and time Implement for 10 consecutive school days Use data to evaluate plan effectiveness Problem-solve and modify as necessary Plan for “graduation” from Tier 3 as appropriate
For Problems Bigger than the School Environment Dual Diagnosis (Special Education and mental health disorders) Family Issues (abuse, neglect, conflict) Complex Trauma Drugs (legal and illegal)
“All of the above… and more” 1. Do what you can do. (focus on controllable factors) 2. Look for interagency/community cooperation 3. Avoid “admiring the problem. ” 4. Individualize and plan for the long haul.
Schools are de facto Mental Health 70% of all children who receive mental health services, receive them from their school. Only one third of students with clearly identified mental health needs receive services.
School Mental Health Evidence-based practices exist. Limited implementation of available empirically-supported practices within schools Position constraints (psychologists as evaluators; counselors as academic advisors) Lack of systems to support work
Wraparound Principles 1. Strength-based family leadership. 2. Team based. 3. Flexible funding/services. 4. Individualized. 5. Perseverance.
Wraparound (continued) 6. Outcome focused. 7. Community based. 8. Culturally competent. 9. Natural supports. 10. Collaborative.
… and if that doesn’t work? Reset to “Problem-Solving”
Problem-solving Steps 1. Define the problem(s) – Analyze the data 2. Define the outcomes and data sources for measuring the outcomes 3. Consider 2 -3 options that might work 4. Evaluate each option: – Is it safe? – Is it doable? – Will it work? 5. Choose an option to try 6. Determine the timeframe to evaluate effectiveness 7. Evaluate effectiveness by using the data – Is it worth continuing? – Try a different option? – Re-define the problem?
Big Ideas • Teaching matters in the lives of children. • Have a plan and follow it consistently. • Use proactive and preventative. interventions rather than reactive and punitive interventions. • Catch kids doing what you want them to do. • NEVER GIVE UP!
PBIS VI 3/20/2019 Time for Questions
Your Turn - TEAM TIME PBIS VI 3/20/2019 Work with your team to create a modified behavior plan for A different student than the one identified for gallery walk.
Never Fear. . . • PBIS VI 3/20/2019 Geoff Colvin (1989): – It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around. ”
PBIS VI Differentiate for Your Team’s Need 3/20/2019 Continue to work on Tier II or Tier III interventions, Create Sustainability Action Plan.
PBIS VI Resources Pre-Referral Intervention Manual Iris Center Intervention Central PBIS Washington (Wiki) PBIS World And of course PBIS. org 3/20/2019
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