BILLIE JO RODRIGUEZ, PHD, NCSPWEBINAR PRESENTED TO

THE TEXAS BEHAVIOR SUPPORT NETWORKFEBRUARY 6 , 2013

SPECIAL THANKS TO:SARAH FALCON, PHD

SHAWN FLETCHER, MSCINDY ANDERSON, PHD

Critical Features of Tier 2 Interventions

Objectives

Discuss who typically succeeds and why, in response to tier 2 support

Review critical features of tier 2 intervention systems use this format to evaluate interventions you are considering

Walk-though a sample evaluation of tier 2 intervention (other than CICO)

Resources Article by Anderson & Borgmeier Tier 2 intervention checklist Tier 2 intervention inventory Tier 2 assessment & action plan

Why do Tier 2 Interventions Work?

What are some reasons why Tier 2 interventions are effective for students?

When (and for whom) are they less likely to be effective?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Why Tier 2 Interventions?

It can take 2-4 weeks (at least!) to conduct an intensive, individualized intervention: Complete Functional Behavior Assessment (FBA)Develop a behavior support planTrain everyone in implementation

Students can receive support within 72 hours with a tier 2 group intervention

*Are effective for about 67 - 80% (CICO) of students!

Who would benefit from tier 2 support?

For students “who” Group interventions

Frequently late Homework incompleteRegularly “talk-out”Have few friendsLack of connection to adultsStudents who teachers “can handle” but

who are a challenge

Tier 2 Intervention: What it’s not

Not an intervention for a classroom or a whole school—this is Tier 1

Not an individualized intervention Does not require any intensive assessmentDoes not take longer than 10 min. for any

teacher to implement

Tier 2 Intervention Critical Features

Continuously available- Everyone knows the intervention

Rapid access to intervention Ideally 48-72 hours; sometimes groups rotate on a calendar schedule

Low effort for teachers/staff to implement Generic intervention

Allows students to move back into “green zone” more efficiently Provide schools with efficient system to support multiple students

Efficient access to data collection and initial problem solving

Consistent with school-wide expectations Goal to get back to green!

Continuous monitoring If program is not self-sufficient & requires significant organization by

referring staff… it’s not a tier 2 intervention! & not just the “card” Peer buddies, homework club, mentoring interventions

Why do Tier 2 Interventions Work?

Increase structure/routines for studentIncrease contingent feedback for studentIncrease explicit instruction on relevant

social skills & plan detailsPrograms can be applied in all school

locationsIncrease recognition for appropriate

behaviorLinking school & home support & academic

support, as neededFocus is on self-management, as

intervention is implemented over time

We’re ready for a new tier 2

Typically train schools to start with CICO system CICO easily aligns with critical features CICO easily connects with SWPBIS CICO has built in data collection via point cards CICO is easily modified for fading/intensifying

Unfortunately, there are few evidence-based tier 2 social behavior interventions

Instead, look at your needs across groups of students

Ensure existing or new interventions fit into a systematic framework

Borgemeier, 2009 (draft)

Anderson et al.

Intervention Purpose/Rationale

What behaviors are addressed by this intervention?

What are behaviors are you trying to reduce? Increase?

What functions of behavior will this intervention address?

What’s our capacity?

Intervention

Possible Examples- CICO, social skills groups, homework club,

attendance club, recess round-upConsistency-

Is the intervention consistent with the school-wide system?

Goal is to get back to “green”Efficiency-

Can the intervention be utilized by multiple students without modification/adjustment?

Intervention cont’d

Instruction- Does the intervention include instruction on pro-social

behavior? Components of the intervention? Overview of the intervention Prompts for the 1st week Assent/consent Teaching the intervention (Examples and non-example practice)

Goal setting Determining Incentives etc

Practice- Does the intervention include frequent opportunities to

practice pro-social behavior? Acknowledgement-

Are there opportunities to receive feedback/incentives for engaging in pro-social behavior?

Varied is best (immediate/delayed, range of functions)

Intervention cont’d

Communication- Is there a process to train and communicate regularly

with families, participating staff, as well as all staff How will staff be trained

How do you inform parents/secure consent? How do you train parents to respond to school info that

is shared?Documentation-

Are there written materials that include orientation and procedures for staff, substitutes, families, & volunteers Create a manual that describes all intervention procedures

(how does it work, who is it for, etc) manual needs to provide enough detail that a staff

member could look at it and get a good understanding of the system

Purpose/Rationale

What behaviors are addressed by this intervention?

What are behaviors are you trying to reduce? Increase?

What functions of behavior will this intervention address?

What’s our capacity?

Student Identification & Selection

Who will be successful with this intervention?What are deal breakers?Decision Rules for inclusion

Use these in a majority of casesWhat data sources will you use

Request for assistance- ODRs and/or minors-

Data validity Internalizing behavior decision rules Attendance

What needs to happen for better data consistency?

Student Identification:Consistency is key in your school-wide systems

Successful Students Not Successful StudentsStudents whose behaviors

serve the same function as the intervention

Students whose behaviors are in the “yellow zone”

Students who are displaying mild-moderate levels of problem behavior at a time consistent with intervention target

Students who need extra opportunities to practice a skill

Students whose behavior is in the “red zone” Intense/severe problem

behaviors Safety is an issue

Students whose behavior does not match the intervention function

Students who only have problems in a specific setting that is not matched to the intervention

Tier 2 Intervention Candidates

Logistics

CoordinationStaff involvedSkills neededTime required by implementersWho will monitor progress

Logistics

Coordination Skill set Must have FTE/time allocated for position

What’s the back-up plan Responsibilities include: Maintaining/reviewing data

Planning for fading or intensifying interventions Running team meetings Checking intervention fidelity Training staff/students/families Variety of organizational tasks (e.g., who will make sure that

Johnny has lunch with principal, who will give feedback to Johnny’s teacher on how he is doing)

Progress Monitoring

What data will be collected by whom, and how frequently?  what information system is used?

How often will progress monitoring occur who is responsible?

What team will monitor this dataHow will fidelity be assessed—are we doing

what we said we would do?

Fading & Intensifying

  Decision rules for intensifying What defines lack of progress toward the goal— Typical decision rules, guidelines from ‘Responding to Problem Behavior’

Process for intensifying the intervention Possible reasons/solutions for not meeting goals Simplest changes first

Decision rules for fading What is the goal & how will we know when its been achieved? Typical decision rules

Process for fading the intervention Gradually remove components of the intervention (goals

change, self-monitoring) Use of “phases”

How many students have been successful?

How many students have been successful?How many students have been referred?Is the program meeting the needs of our

students?

Structured Recess Example

Intervention

Decided on structured recess activities with P.E. Teacher

Rules taught & practiced in P.E.All recess duty staff were trained on

“Systematic Supervision” methods Observe duty staff 3 x per year Schedule created, adult assigned to supervise

Games/activities offered at all recessesEncourage all duty staff to reinforce positive

behavior with Gotcha cards at recess Gotcha card drawing envelopes put up in gym

Intervention

Consistency Teach & reinforce using matrix & school-wide

expectationsEfficiency

The program is instituted the same way for all students

Instruction Students receive instruction on appropriate behavior

during recess activities Recess staff receive instruction in systematic

supervisionPractice

Instruction for student includes lots of practice and staff continue to receive support feedback on their skills too

Intervention cont’d

Acknowledgement Staff focus on delivering gotcha cards for safe behavior Easy to turn in

Communication Parents are contacted and students agree to

participate All staff received overview of the program. Recess staff

receive more intense trainingDocumentation

Parent/substitute letter Overview of the program included in the manual for

next year

Purpose/Rationale

Problem: 08-09 School Year from September to April

66 minors or referrals were written for unsafe playground behavior

Goal: Students at John Wayne Elementary receiving

minors on the playground during recess will decrease by 15% during the 09-10 school year.

Student Identification & Selection

Minors tracked by SWIS“Referrals by Location” report used to

determine area of need in buildingPlayground 3rd highest minor/referral area

3rd and 4th grades especially high

Students with 3+ minors or 2+ majors on the playground

Logistics

Coordination Counselor/other specialist role

Staff involved IAs, some teachers, principal, specialist

Skills needed Systematic supervision

Time required by implementers Training time, otherwise built-into job description

Who will monitor progress? IPBS screening team Monitors progress of all tier 2 (& 3 interventions)

Progress Monitoring

What data will be collected? Minors/Majors from the playground What information system is used? - SWIS

How often will progress monitoring occur? Who is responsible? –coordinator will review weekly

What team will monitor this data? IPBS

How will fidelity be assessed—are we doing what we said we would do? 3x a year observation during recess minimum Provide support/feedback regularly – invite to IPBS

meeting

Fading & Intensifying

  Decision rules for intensifying Lack of progress toward the goal—

2 minors/majors in a 2 week period

Process for intensifying the intervention Possible reasons/solutions for not meeting goals Simplest changes first

Decision rules for fading What is the goal & how will we know when its been

achieved? 4 weeks without minor/major

Process for fading the intervention Gradually remove components of the intervention (goals

change, self-monitoring)

Results

Minors/Majors for unsafe behavior on the playground

08-09: 66 minors/majors 09-10: 33 minors/majors

This is a 50% reduction!

Challenges

Coordinating trainingRemembering to make calendar Muddy fieldFinding time to evaluate staff on Systematic

Supervision techniques

BIG IDEAS

Just as Tier 1 is more than expectations, tickets, and prizes, Tier 2 should incorporate SYSTEMS features

Implementing Tier 2 interventions systems may highlight areas of weakness in Tier 1 Validity of data for decision making Ensuring expectations are clear Keeping tier 1 exciting

Establishing efficient systems for Tier 2 to meet the needs of multiple students

Ensure system is well documented prior to implementation and supports are in place

Evaluate success of intervention Implementation Outcomes