MDE- RESPONDING TO CHALLENGING BEHAVIORS THROUGH RESPONSE TO INTERVENTION

MAIN MESSAGES

The social culture of a school affects academic outcomes

Our caring school environment can help a number of our difficult students achieve, but some children need varying levels of behaviors/social/emotional support

We have the resources in place, we just need to implement systematically and through continuous data collection.

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT School-wide PBS is:

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of School Wide-PBS

Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem

behavior On-going collection and use of data for decision-

making Continuum of intensive, individual interventions. Administrative leadership – Team-based

implementation (Systems that support effective practices)

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk BehaviorSecondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

~80% of Students

~15%

~5%

MDE- Levels of Support

Tertiary Prevention• Function-based support• Family support through service

links• Social-Developmental History• Cognitive Behavior Therapy

Secondary Prevention• Check in/out• Daily report cards• Mentoring Program• Behavior Contracting • Self-monitoring system• Group Social-skill instruction

Primary Prevention Unconditional positive regard shown for each student, by all, regardless of challenging behavior.5 to 1 positive gestures and comments to corrective statements are given for each student.Human needs are fostered in each classroom through teacher designed interactions. Fun-Freedom-Empowerment-BelongingCounselor will assists with other basic needs; school supplies, backpacks, shoes, food.Individual and group reinforcement is available, with choices given within whole group design.On-going rule and procedure teaching and reinforcement occurs: Safe, Respectful, Responsible.Differentiated instruction and accommodations for student characteristics are given.

TIER 1: TIER I BASICS-

Tier I Basics- Available for all students in every classroom and throughout school campus.

School-wide PBS Human needs fostered Classroom management system Rule and procedure teaching (ongoing) Differentiated Instruction

UNIVERSAL SCREENING FOR BEHAVIOR

TIER 2: TIER II BASICS- IMPLEMENTED ON SYSTEMATIC PROCEDURES FOR STUDENTS NOT-RESPONSIVE TO TIER

1

Tier I Supports- Available for all students in every classroom and throughout school campus.

Daily report cards with reinforcement for increasing behavioral success.

Mentoring programs- (One on 0ne regularly occurring sessions with an identified staff person who befriends and supports.)

Check -in/Check -out systems- (Students meet with a staff person to review target behavior and receive encouragement and self-monitoring data sheet in a.m., and reviews results in p.m.)

Self-monitoring systems- (Student records success/failure in specific time intervals in classes.)

Behavior contracting (Student, staff, family agree on specific outcomes for specific behaviors.)

Social skills instruction or school counseling (Student participates in on-going school sessions.) LEAPS

CHECK-IN CHECK OUT FORM :PURPOSE DATA COLLECTION AND

ACCOUNTABILITY

TIER 3 BASICS- THESE INTERVENTIONS ARE HIGHLY INDIVIDUALIZED AND SELECTED AND IMPLEMENTED BASED ON DATA

Function-based behavior planning process (Student receives a functional behavioral assessment (FBA), with a behavior plan developed based on that assessment. The plan addresses three pathways: 1. Supporting desired positive behaviors; 2. Reacting skillfully and safely to problem behavior; 3. Teaching and reinforcing functionally equivalent replacement behavior, and acceptable alternative.)

Family Therapy (Needs-based referrals and communication systems are provided.)

Multi-systemic wrap around services (Implemented when the severity warrants this service.)

Social Developmental History- Interview parent to gather relevant info for educational planning

Cognitive behavioral therapy (CBT is implemented by school staff or referrals, when student’s faulty reasoning and emotional response to neutral stimuli warrants addressing these underlying barriers to academic and behavioral success.)