intensive positive behavior support -- secondary and tertiary behavioral interventions
DESCRIPTION
Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral Interventions. Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed. Agenda. Foundations of IPBS Key Role of Administrator in IPBS Key Differences between the IPBS and SST approach Targeted Interventions (CICO; ABC) - PowerPoint PPT PresentationTRANSCRIPT
Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral
Interventions
Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.
Agenda
Foundations of IPBS
Key Role of Administrator in IPBS
Key Differences between the IPBS and SST approach
Targeted Interventions (CICO; ABC)
Results from Years One and Two in IPBS Schools
Q & A
IPBS: The Big Ideas Do the easy stuff first
(efficiency is a major goal) Processes are as important as
practices Teaming is critical Administrative support is
critical
Key Features of IPBS
Systematic Screening (ODR Data; Requests for Assistance; OAKS Data; Attendance)
Rapid Access to Intervention Use of Evidence Based Practices Use of Data to Continuously
Monitor Outcomes
SST v. IPBS Test/Label/Place v. Evaluate/Problem
Solve Intervene Focus on Special Education v. services for
all students (including SPED students) Primary focus on behavior problems, but
often academic intervention is the appropriate course of action
Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of IPBS
Not limited to anyparticular group of
students…it’sfor all students
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…its based onlong history of
behavioral practices &effective instructionaldesign & strategies
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
Adapted from Sugai, 2009
Adapted from Sugai, 2009
IPBS Within 4J and Bethel
How students are referred and tracked
Logistics of team meetings and function
Support from administration Training plan Evaluation of IPBS
Teams in Your School IPBS team
Roles Tracking Monitoring
Process for team meetings Student-centered team
Behavior specialist (at least two people) Responsibilities of team Process for team meeting
Administrative Support Attend meetings Visible support for decision-
making process of teams Resources allocated for training,
meeting times
District Support Attend meetings Training provided on regular basis Coaching on an ongoing basis Technical Assistance Link to District Leadership if
additional resources are needed
Practices Secondary Prevention: Targeted
Interventions applied similarly to students with similar needs CICO Social Skills; Anger Management; or Friendship
Groups “ABC” Intervention (Transformers; Academic
Seminar) Tertiary Prevention
Functional Behavior Assessment and Individualized Behavior Support Planning
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
Maintaining Consequences
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
Effective Student Centered Teams
Knowledge about the individual studentHis/her behavior, interests, strengths,
challenges, future Knowledge about the context
Instructional goals, curriculum, social contingencies, schedule, physical setting.
Knowledge about behavioral technology
Elements of behaviorPrinciples of behavior Intervention strategies
Leah
Common Reasons for Failure of
Interventions Interventions are not implemented with sufficient
fidelity
There is insufficient follow through to determine if the intervention implemented is appropriately matched to the function of the problem behavior
Poor Contextual Fit
Data CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion
Data Fidelity of Implementation Data Consumer Satisfaction Data
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Data Example -- One Elementary School
IPBS in 4J - District Totals (4 schools) 2006-2009 (thru 3/17 of each year)
0
20
40
60
80
100
120
140
160
Baseline Year 1 Year 2
# o
f S'
s w
/ X o
r mor
e Re
ferr
als
3+ Referrals4+ Referrals5+ Referrals6+ Referrals
IPBS in 4J - District Totals (7 schools) 2007-2009 (thru 3/17 of each year)
0
20
40
60
80
100
120
140
160
180
200
Baseline Year 1
# o
f Stu
dent
s w
ith X
or m
ore
Refe
rral
s
3+ Referrals4+ Referrals5+ Referrals6+ Referrals