tier 2/secondary interventions

Tier 2/Secondary Interventions

Rachel Saladis

Kim Miller

Kathy Halley

What we know!

quiz

Inclusion Activity

Outcomes

•Review secondary systems

Understand behavioral functioning

•Understand elements of Brief FBA

•Increase confidence as BFBA facilitator

•Plan BFBA building implementation •SAVE TIME

Agenda -- Day Two

• Inclusion

• Review of Secondary Systems

• Understanding Behavior

• Understanding and Using Brief FBA/BIP

• Planning to use Brief FBA in school

Working Agreements

Parking Lot

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Wrap tools

Check-in/ Check-out (CICO)

Intervention with Individualized Features

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Behavioral groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

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reading

PBS and Applied Behavioral Analysis

• Applied behavior analysis (ABA) is the science of human behavior. It helps us describe, interpret and establish effective patterns of behavior.

• ABA focus’ on the observable relationship of behavior to the environment.

PBS

• PBS is based on behavioral theory which

links research-validated practices to environments in which teaching and learning occur.”

• PBS focuses on – changing the environment– teaching behavior directly

- providing ongoing positive feedback

PBS Secondary (group/ individualized)

Shift in thinking• "How can we change the system, setting,

or structure to help Johnny stop talking out in class and learn to be academically and socially successful?" rather than, "What can I do to Johnny to make him stop talking out in class?"

Behavior is a function of something!

• Behavior is predictable.

• Behavior is changeable.

• Human behavior occurs within an environmental context, not in a vacuum.

• Human behavior is learned and can be taught by manipulating aspects of the environmental context--Behavior is a function of the environment

Source: Crone , D.A. & Horner, R.H., 2003

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FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Brief FBA/BIP

Behavior Pathway

Behavior Support Plan

Brief or Practical FBA vs Comprehensive FBA

Brief or Practical FBA Comprehensive FBA

For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings)

Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings

What: Relatively simple and efficient process to guide behavior support planning

Time-intensive process that involves archival records review, family-centered planning, and collaboration with agencies outside of school

Conducted by whom:

School-based personnel (e.g., teachers, counselors, administrators)

Professionals trained to conduct functional assessments with students with severe problem behaviors (e.g., school psychologists, behavior specialists)

18

Focus of this training series

Setting Events

3

Antecedent

2

Problem Behavior

1

Acceptable Behavior

7

Function

5

Desired Behavior

6Consequence

4

BEHAVIOR PATHWAY

Behavior Pathway Definitions

• Problem Behavior– What is the behavior of concern?– Describe it in measurable, concrete,

observable language.

•Role Play Practice

Data Collecting Tools

• Teacher Interview Tools

• Ratings

• Observation Tools

Behavior Pathway--Antecedents

• When does the behavior happen?– What happens immediately before the

behavior occurs?– Under what conditions is the student most

successful (fewest instances of behavior)?– Under what conditions is the student least

successful (most instances of behavior)?

–Role Play Practice

Behavior Pathway-Setting Events

• What factors, more distant in time/space, affect the likelihood of the behavior occurring?– Medical or psychological conditions– Family factors– Environmental factors– Student conditions, abilities, traits– Interpersonal factors

Role Play Practice

Behavior Pathway--Consequences

• Maintaining Consequence– What have been responses to the behavior?– What are observable result of the responses?– What have been the unintended results or

consequences?

Role Play Practice

Behavior Pathway--Function

• What does the student get?

• What does the student avoid?– Interaction, attention– Psychological needs (status, power, control,

belonging, rejection, embarrassment)– Sensory stimuli– Assistance– Activity – Tangible object

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Model

• Rachel and volunteer

GivF

un

ction

of B

ehavio

r

Setting Events

3

Antecedent

2

Problem Behavior

1

Acceptable Behavior

7

Function

5

Desired Behavior

6Consequence

4

BEHAVIOR PATHWAY

Hypothesis or Function

• Summarize antecedent, behavior and consequence into a hypothesis. Box 2,1,3.

• When:

• The student does:

• In order to:

When doing independent seatwork, usually reading or writing, Russell makes noises to get peer attention and to avoid work by getting sent to the office.

What might be an Acceptable behavior?

• Can’t always get what you want……

try sometime you find you get what you need!!

Setting Events

Has reading struggles.

Few friends. Financial

stresses at home.

3

Antecedent

Quiet, independent seatwork.

Usually reading

or writing.

2

Problem Behavior

Makes noises in the

classroom.

1

Acceptable Behavior

Being quiet but not working

7

Function

To GET:Peer attention

Peer acceptance

To AVOID:Reading and writing

5

Desired Behavior

Working quietly &

raising hand for help

6

Consequence

Students laugh.Teacher

reprimands.Teacher send to

Office.

4

BEHAVIOR PATHWAY

Behavior Intervention Plan

Setting Event Strategies

Antecedent StrategiesBehavior Teaching

StrategiesConsequence

Strategies

Setting Event Strategy Examples

• Work with parents on establishing a morning routine.

• Help parent find housing.

• Encourage a check-up with pediatrician.

• Provide information to parents about attention deficit disorder.

• Seek out tutorial help for student in reading.

Antecedent Strategies

• Things adults can do to decrease chance of problem behavior.

• Things adults can do to increase chance of replacement or desired behavior.

• Environmental and procedural changes

• Allow student work with a buddy.

• Provide more group & interactive instruction.

• Stand by student during directions and check in individually afterward.

• Have a study carrel available for students.

Teaching Behaviors

• Review of skills already taught– Whole class– Small group– Individual

• Direct instruction – Behavior skills– Academic skills– Social skills– Coping skills

• Review specific social skills taught in second step in a small group.

• Teach student to raise hand instead of calling out.

• Provide extra tutoring or pre-teaching of the math lesson.

• Teach slow breathing.

Modifying Consequences

• Reduce the “payoff” the student gets from the problem behavior.

• Provide a positive outcome for desired or replacement behavior.

• Meet student needs when desired behavior is exhibited.

• Teach the class to ignore when a student makes silly noises.

• Student remains in the classroom rather than going to office.

• Behavior chart for raising hand.

• Give positive verbal feedback to student.

Let’s work together!!!

• Brainstorm strategies to address setting events.

• Brainstorm strategies to address antecedents.

• Brainstorm—teaching alternative, coping and replacement behaviors.

• Brainstorm strategies for modifying consequences.

Share out

• With your group chose one idea from each category to share with the larger group.– Setting Event Strategies– Antecedent Strategies– Teaching Strategies– Consequence Modification Strategies

Decision Rules• How do we decide whether a student is

appropriate for a Brief FBA?

– First try a CI/CO. WHY? share

– Don’t attempt Brief FBA if the student has multiple behavioral problems across multiple settings. This probably merits a complex FBA.

Process for Brief FBA• Student is identified and referred to the

SSIT. This team assigns a Brief FBA facilitator.

• Facilitator collects data and completes the Brief FBA. (This is you!)

• Facilitator shares Brief FBA and completes the Behavior Intervention Program with Team.

• A follow-up is scheduled to review progress and make decisions.

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

Groups

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

based on data

Uses System data; determines overall

intervention effectiveness,

manages student assignment to interventions

Standing team (SSIT); uses

FBA/BIP process for one youth at a time

Uses System data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Interventions Check in/Check out(CICO)

Check in/Check outwith individual features

Behavior Pathway(Brief FBA/BIP)

StudentsParticipating

StudentsResponding

StudentsParticipating

StudentsResponding

Students participating

StudentsResponding

September

October

November

December

January

February

March

April

May

Total for Year

Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool

School Name: __________________________________ School Total Pop:________

Progress Monitoring

• How will you know if the FBA is working?

• Do you have a data collection process for:– ODRs? – CI/CO data

• Can the teacher keep a tally of behavior decreases or behavior increases?

• Can the student self-monitor?

Data Collecting Tools

• Teacher Interview Tools

• Ratings

• Observation Tools

System work

Action Planning

• Select a student who would benefit from a Brief FBA. Share with a partner how you selected the student and why you think this student is a good candidate.

• What tools you will use to complete the BFBA?

• Where will the Brief FBA process fit in your school?

• Who will be the FBA facilitators in your school?

Complete BFBA

• Real life example

• Where it fits in your building-wide system

• Share out

Feedback

• What did you get from today?

• What do you still need?