TIER 3 PBIS INTENSIVE POSITIVE BEHAVIOR SUPPORT Designing

TIER 3 PBIS: INTENSIVE POSITIVE BEHAVIOR SUPPORT

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

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

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.

What is a Functional Behavior Assessment? A method for identifying the factors that predict and maintain problem behavior Triggers Immediate Setting Events Functions/ Outcomes that reinforce the behavior What? When? Where? Why? 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

Complex FBA/BIP

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

Teaching/ instructional strategies- make problem behavior inefficient by teaching functionally equivalent alternative behaviorworks 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

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.

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

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

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

Tier 3 Team Members Individualized by student Core instructional teacher(s) Parent / Student School Social Worker, other Support Staff Behavior Specialist Administrator IEP teacher (if special education) Agency/mental health staff

Prevention Strategies Add in positive behavior supports as identified by FBA: • • • Additional assistance Reminders: pre-corrections Visual supports Increase practice on skills Academic supports Increase choices Homework help Organizational help Parent communication systems Mentors

Prevention Strategies Make changes • • • Change the schedule Change the task Break the task down Shorten work sessions More frequent reinforcement Increase opportunities to respond to instruction Increase opportunities for movement Change seats Work with a peer Change verbal prompts: create common language

Brandon – 4 th Grade ODD/ADHD Prevention 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

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

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

Features of Wraparound: u individual students u built upon strengths u voice, priorities of youth and family u based on unique youth and family needs u culturally relevant teams and plans u plans include natural supports u traditional and non-traditional interventions u multiple life domains u unconditional

Four Phases of Wraparound Implementation 1. Team Development 1. 2. Initial Plan Development 1. 2. 3. Hold initial planning meetings and collect data Develop a team “culture” Begin/ complete Student Action Plan (including an FBA/BIP) Plan Implementation & Refinement 1. 2. 4. Get people ready to be a team/ who is needed on team? Complete strengths/needs chats Hold team meetings to review plans as needed Modify, adapt & adjust team plan & Student Action Plan Completion &Transition 1. 2. Define “good enough” Unwrap and transition off Wraparound

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

Tier 3 Wrap Around – Case Study 8 th 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 3 rd year of PBIS

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

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.

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.

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.

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 8 th 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.

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.

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 is 15 yrs. old. Increase reward opportunities in school via CICO. Established criteria for ISS. – walking out of class. Visit to Day Treatment; High School trial.

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

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

RENEW IS…. 35 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

RENEW Planning Process: Step-by. Step Student chooses who will participate Futures Planning or Mapping Phase 2 Phase 1 Student consents to participate Goal Setting Action Planning Implementation & Monitoring Phase 3 Team Development Engagement and Futures Planning Progress Monitoring Process Evaluation

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

RENEW Maps Essential Next Steps and Follow Up Next Steps History Who You Are Today • Use graphics and words • Use flip chart paper • Engaging for participants The Goals Strengths & Accompli shments People Fears, Concern s, and Barriers What Works & Doesn’t Work Dreams

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

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

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-8 th Grade) RENEW (9 th Grade- 12 th Grade)