Positive Behavior Support Plans for ADHD Students - Session 2Tim IrishElementary Curriculum CoordinatorAssistant PrincipalUniversal American School, Kuwait

Please find an appointment sheet and schedule your first three meetings.

By the End of Session II Participants Will Be Able To (PWBAT):

1. Use Functional Behavior Analysis (FBA) to measure Present Level of Performance (PLOP).

2. Analyze an FBA and PLOP to develop a BIP. (Behavior Intervention Plan

3. Consider options for clarifying the plan, communicating goals, and following through on commitments.

4. Prepare for hard conversations with parents and teachers regarding essential agreements.

Functional Behavior Analysis

What are the child’s fundamental motivations and what strategies / behaviors are they using to meet those needs?Given that needs are difficult to change, what options are available to meet those needs in more positive ways ….. Axiz

Power/Control FUN Movement Attention

Get with your 2:15 Appointment

1. Introduce yourselves, share a compliment, ask a polite question about your partner’s family.

2. Discuss the Structured Behavioral Observation form in terms of a student you are familiar with.

3. Based on the student’s PLOP, discuss the child’s primary motivations (an FBA).

Childhood Roots of Adult Happiness Dr. Ned Hallowell, Driven to DistractionStep 1 is to connect…to family, school and friends.Step 2 is to play.Step 3 is to practice and work.Step 4 is to make progress and achieve mastery. Step 5 is to receive recognition.

In order to for any child to reach their full potential, what kind of school community do we need to create?What will it look like?What are the essential elements?Who must be included in this community?What are the barriers that need to be overcome?

Research base for creating positive school and classroom climates• Effective instructional grouping• Effective academic (differentiated) instruction• Student instruction in their “Zones of Success”• Well-designed and implemented progress monitoring and authentic assessment systems• Effective classroom management• Social skills instruction and use• Effective student motivation and behavioral accountability approaches• Consistency• Modifications, remediation, accommodations

Four component parts for creating Positive Behavior Support System

1. Teach, prompt and celebrate essential social skills.

2. Clarify consequences for positive and negative behavior.

3. Follow through with consistency in all areas of the school

4. Plan for special situations

Multi-Modal Research BaseProblematic behavior can be replaced with more

positive alternatives through multi-modal intervention programs including academic training, behavior modification, family training and counseling, and effective instruction.

What behaviors impede learning? (Individually and school-wide, among students AND adults)

Why do they occur? What can we do to replace those behaviors with more positive behaviors?

What works?

Find your 2:30 appointment1. Introduce yourselves, share a compliment,

ask a polite question about your partner’s family.

2. Map out MULTI-MODAL BIPBEHAVIORS MOTIVATIONS

COUNSELOR GOALS STRATEGIES

TEACHER GOALS STRATEGIES

CHILD GOALS STRATEGIES

PARENT GOALS STRATEGIES

Four component parts for creating Positive Behavior Support System

1. Teach, prompt and celebrate essential social skills.

2. Clarify consequences for positive and negative behavior.

3. Follow through with consistency in all areas of the school.

4. Plan for special situations.

Planning for “Special Situations”Multi-modal intervention programs

Functional Behavior Analysis (FBA)

Behavior Intervention Plan (BIP) Academic Training Family Training Behavior Contract Counseling Social Skill Training Coaching After School Program Medication

Behavior Contract

Clarifies expectations.Creates focus on essential concerns.Establishes system for consistent follow through.Offers positive and negative consequences for the choices.Sets up a system for daily monitoring.

Common Ground

A common experience for the parent of an ADHD child is that any contact with the school means that their child has not been successful in some way (any news is bad news). It is essential for the administrator, counselor, teacher and parent to work together to communicate a consistent message to the child that with everyone’s help, the child will succeed.

• Randy Sprick, CHAMPS

Find your 2:45 appointment1. Introduce yourselves, share a compliment,

ask a polite question about your partner’s family.

2. Join with two other groups to create groups of six.

3. Play Math cards.

÷ + x

Math Game Break

Prepare for your 3:00 appointment1. Assign roles to the members of your group

Principal Counselor TeacherFather Mother Child

2. Create a child character based on discussion of their FBA, PLOP. One member might want to take the lead in describing a real case.

3. Determine focus areas for contract and essential coaching needs.

Coaching Options for Academic and Social Skills TrainingTask Completion Organization

Writing

Reading Comprehension Study skills Focus

Good sportsmanship Social Cues Teasing

Problem Solving Stop & Think

Choices

The 3:00 appointment1. Assume roles to the members of your group

Principal Counselor TeacherFather Mother Child

2. Take 1 minute each to share strengthsTake 1 minute each to share a concern.

3. Take 1 minute each to describe what you will do to support a successful BIP.

Documents available at:

http://www.slideshare.net/tdirish2012