Briana WeinerIllinois Positive Behavior Interventions and

Supports

National PBIS Leadership ForumOctober 11, 2013Chicago, Illinois, Ph.D.

All

Some

FewContinuum of Support for ALL

Dec 7, 2007

Students with ASD benefit from supports and interventions

at all three tiers

At what tier do you include students with ASD in your PBIS

implementation?

What we know from PBIS

Everything goes better when students know what to expect and what to do

Tier 1 – Universal

Key Features

• Define - 3-5 school wide expectations

• Teach /Precorrect

• Model/Practice

• Acknowledge

• Reteach

Illinois PBIS Network Universal Manual – Version 3.0, 10/2010

Systems at the Tier 1 Level

Universal team meets on a regular basis to review referrals and to review: Treatment integrity data

Classroom behavior practices Visual support practices Communication practices Social skills practices

Tier 1 Tips and Tweaks

• Must explicitly teach expectations with examples in all environments using visual supports and hidden curriculum

• Reinforce expected behaviors – may need to adjust reinforcement

• Connect cause and effect

• Include self-regulation supports

Another thing - Generalization cannot be assumed

Students with ASD often have trouble generalizing

=

=

New room = New activityDifferent font = Different word

PE GYM

CLASSROOM EXPECTATIONS MATRIX

Be Respectful Be Responsible Be Safe

Use quiet voices Complete all assigned tasks

Keep hands and feet to self

Raise your hand and wait to speak

Come to class on time

When seated, keep 2 feet and 4 legs on floor

Listen to instructions and directions

Be prepared: have all materials

Walk at all times

Classroom Expectations Be Safe Be Respectful Be Responsible

Happy hands

Happy hands

Clean up toys

Walking Feet

Stay in your own space Clean up after snack

Stay in line Raise your hand to talk Take care of my body

Stay in your space Be nice to your friends Ask for help. Say, “help please!”

Be a good listener Be a good listener Use the bathroom

Ask for help. Say, “help please!”

Use nice voice and nice words

Wash hands (after using Bathroom and before/after eating)

Wait your turn Put backpack and coat away

Listen to teachers Stay in line

CLASSROOM EXPECTATIONS MATRIX

Reminder Card3x5 card for wallet or notebook Expectations on handheld – productivity apps

Be Respectful Be Responsible Be Safe

Use quiet voices Complete all assigned tasks

Keep hands and feet to self

Raise your hand and wait to speak

Come to class on time

During seat work, keep 2 feet and 4 legs on floor

Listen to instructions and directions

Be prepared: have all materials

Walk at all times

Sample Matrix - ArrivalExpectation

Be Responsible Be Respectful Be Safe

Behavior Be on time Obey Supervisors Watch for cars

Behavior Put your coat away Keep hands and feet to self

Use cross walks and sidewalks

Behavior Have your supplies Enter class quietly Walk at all times

Morning ChecklistBe Responsible Activity

Walk to Locker

Open Locker

Hang up Coat

Put away Backpack

Room 133

Walk to classroom

Sit in assigned seat

My

Morning

Schedule

Polite Words

Example

Rude Words

Non Example

Great job!

Great idea

Nice job

Awesome

Yeah

So what

You’re stupid

That was dumb

That Stinks

Duh!

Respect Others - Use Polite Words

1.Teach The Hidden Curriculum2. Reminder card or note3. Review/have student review as part of arrival routine

Be RespectfulClass Discussions

Raise Hand

Talk when teacher responds

Use # 2 voice

Talk once then listen

Use Polite Words

Good Choice Pledge

Bathroom Viking Values

Visual Organizer for Kick-off Day

Break

Cool Tools – Tips in teaching

• Make it visual (short video clip & review)

• Make it literal, model and practice

• Teach in the natural environment

• Increase the teaching, reminders and practice opportunities

• Use posters, gestures to prompt visually, moving toward self-prompting

• Individualize the reinforcement

When tier 1 isn’t enough…

• Not a new model

• Just intensify– Systems– Data– Practices

Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.

Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.

Individualize CICO » Pre-teach cues and rules» “Chosen” mentor» Individualize incentive and reinforcement

use special interestsweekly menu of rewardsadd additional CI to increase chancing of

“catching them good”

Example Daily Progress Report

Name _________________Date __________________

I am earning points for __Friday Movie_____________

Possible Points ______ Goal _______ Points Earned ______

2- I did It!1- I did it with Reminders!

Expectation

Check In Hallway Lunch Check Out

Be RespectfulI Will Use Polite Words

Be ResponsibleI Will Use my Calming Sequence

Be SafeI Will Ask for Breaks

Mentor Signature

_______________________

Parent Signature

_________________________

Used at a transition program-notice pictures for older studentsGoal AM Bus 8 am-9am 9 am-10

am 10 am-11

am 11 am-12

pm 12 pm-1

pm 1 pm-2 pm PM Bus

BE RESPECTFUL

BE RESPONSIBLE

BE SAFE

Total Points

Staff Initials

Tomorrow I will try to: DO THE SAME

THING BE RESPECTFUL BE RESPONSIBLE BE SAFE

Name: ______________________________ Date: _____________________ Total ____/_____

Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.

CHECK OUT

Tier 2 Tips and TweaksSAIG - Instructional Curriculum/Materials to

Consider• The Hidden Curriculum• Social Thinking TM

• Social Narratives including Social Stories TM

• SOCCSS,SODA• Social Autopsies• Video modeling• Self-regulation strategies

Stress ThermometerStress Signals_________________________________

_________________________________

_________________________________

Relaxation Techniques_________________________________

_________________________________

_________________________________

10

5

1

Self Regulation Strategies

My Calming Sequence

1.Squeeze my hands

2.Three deep slow breaths

3.Close my eyes

4.Think happy thoughts

Adapted from Buron, K.D. 2006 When My Worries Get Too Big

Coping Cards

Take 2 deep breaths with your eyes closed

Press your hands togetherand count to 10 slowly

Taylor and Her Fans

by Cassie Jones

Taylor Swift loves being a star, but sometimes it is difficult for her to be nice to everyone. At the end of a long day in the studio or after a concert, she is often tired and it is difficult for her to be nice to her fans and friends. Taylor has learned that it is important to smile at people she meets and say nice things to everyone, even when she is tired. She has learned that if she can’t say something nice, it is better to just smile and say nothing. She stops and thinks about comments she makes before she says anything.

Just like Taylor, it is important for young people to think before they talk. It makes Taylor proud when preteens and teenagers remember to do the following:

1. Think before you say anything. Say it in your head first before you say

it out loud.

2. If you can’t think of something nice to say, smile and don’t say

anything.

3. You do not have to say every thought that you think out loud.

1. Think before you say anything. Say it in your head first before you say it out loud.

2. If you can’t think of something nice to say, smile and

don’t say anything.

3. You do not to say every thought that you think out loud.

Tier 3… Layering Supports• As students start with tier 2 interventions and may not

be successful, layering additional interventions is important

• A student could be in CICO, in SAIG, have a FBA/BIP and also be involved in wrap.

• OR, students could start with wrap, then the team/school would make sure the student had access to lower level interventions as a part of the wrap plan

• Tier 3 wrap student action plan builds on lower level interventions as a part of the comprehensive wraparound plan

10 Principles of Wraparound

1. Family Voice and Choice

2. Team-Based

3. Natural Supports

4. Collaboration

5. Community-Based

• NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional

6. Culturally-Competent

7. Individualized

8. Strengths-Based

9. Unconditional Care

10. Outcome-Based

35

Perfect for

students on the

spectrum

Value Base

Build on strengths to meet needs One family-one plan Increased parent choice Increased family independence Support for youth in context of families Support for families in context of community Unconditional: Never give up

P.Miles, 2004

Added Benefit – You will find that LOTS of students will benefit, not just those with ASD