pbis advanced tiers: supporting students social behavior needs
TRANSCRIPT
© 2012 Boise State University 1
PBIS Advanced Tiers: Supporting Students
Social Behavior Needs
Teri Lewis, PhD
Idaho Positive Behavior Network
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Overview of Advanced Tiers
• Systems– Three-tiered behavior assessment– Teaming model
• Tier 2 Group-based Interventions– Tier 2 Menu– Check-in, Check-out
• Tier 3 Individualized Interventions– Full FBA– Comprehensive BIP
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Positive Behavior Interventions and Support
• PBIS is a broad range of systemic & individualized strategies for supporting important social & learning outcomes while preventing problem behavior with all students.– Framework instead of a curriculum
– Relies on evidence-based practices
– Emphasis on prevention
– Three-tiered support
– Top-down, bottom-up, side-to-side implementation
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Tier 1 – School-wide • Identify a common purpose and approach to
discipline• Define a clear set of positive expectations and
behaviors• Implement procedures for teaching expected behavior• Differentiate supports from a continuum of
procedures for encouraging expected behavior• Differentiate supports from a continuum of
procedures for discouraging inappropriate behavior• Implement procedures for on-going monitoring and
evaluation
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Tier 2 – Group-based• Specialized group administered system for
students who display high-risk problem behavior & are unresponsive to universal interventions – Functional behavior assessment based interventions– Daily behavioral monitoring– Regular & frequent opportunities for positive
reinforcement– Home-school connection– Individualized academic accommodations for
academic success – Planned social skills instruction– Behaviorally based interventions
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Tier 3 - Individualized• Specialized individually administered system for
students who display most challenging problem behavior & are unresponsive to targeted group interventions– Simple request for assistance– Immediate response (24-48 hours)– Functional behavioral assessment-based behavior
support planning– Team-based problem solving process – Data-based decision making– Comprehensive service delivery derived from a
wraparound process
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Expanded Three-tier ModelStudents Staff Family
Tier I SW ValuesAcknowledgement SystemsConsist Response to Problem Behavior
Discipline ProcessTeacher Tool kitGrade Level TeamsGuess & CheckAcknowledgement System
Resource CenterParentingPositive Referrals/ ContactStudent Needs Assessment
Tier II Daily Monitoring and feedbackGroup-based interventions
RFAMenu of InterventionsTeacher Assist. Team
CICO Home FCU SupportFocused Resources
Tier III FBA-BIPWrap-around SupportPerson-centered Planning
RFAImmediate ResponseBehavior Support Team
Parent SupportParent-guided FBAICommunity Resources
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The Challenge – Beyond Tier 1
• Students come to school without the skills to respond to instructional and behavioral expectations
• Teachers report that uncivil behavior is increasing and is a threat to effective learning
• Students who display severe problem behavior are at-risk for segregated placement
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• Exclusion and punishment are common responses to severe problem behavior in schools
• However, exclusion and punishment are ineffective at producing long-term reduction in problem behavior and may actually increase problem behavior in some students
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SYSTEMS
Teaming Model – Roles and Responsibilities
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School Teaming Model
Tier I100% Team
School-wide Foundation
Facilitator
Representative Membership
Admin Leadership
Meets Monthly
Tier II20% Team
Group Interventions
Behavior Specialist
Counselor
Team Members
Meets Monthly
Tier III
5% Team
Individual Interventions
Behavior Specialist
District Support
Key Members
Meets When Needed
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Tier 1
School-wide
Foundation
Facilitator
Representative Membership
Admin Leadership
Meets Monthly
Advanced Tiers
Group & Individualized
Interventions
Behavior Specialist
Counselor
Admin
Team Members (e.g., LRC, EGC)
Meets Monthly
Behavior Specialist Caseload
Counselor Caseload
Admin Caseload
Other Caseload
*Meet as needed
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Intervention
Brief FBA Completed
Request for Assistance
Teacher, Admin, Tier 1 Team,
Student, Parent/Family
Place on Tier 2
Communicate Decision to
Teacher
Select from Tier 2 Menu
Tier 1 support
Tier 3 Referral
Form a Tier 3 Team of
Stakeholders
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SYSTEMS
Three-tiered Assessment Model
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Levels of FBA• Reflection
– Staff problem-solving – Classroom management, prevention
• Brief FBAs– Brief staff interview– Quick identification of level (Tier 1, 2 or 3) and type of
support
• Full FBAs:– Record review, full interviews, direct observations– Select multiple and individualized interventions to form a
comprehensive BIP
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Academic Systems Behavior Systems
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Tie
r 1
-C
lass
roo
m
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Guess & Check
• Brief, staff-completed reflection
• Assist staff to problem solve around low intensity behavior(s) of concern
• Early intervention
• Outcomes
– Classroom support and/or thought partner
– Use as a RFA to Advanced Tier team
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20
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Tie
r 2
-S
cho
ol
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Brief FBA
• Short teacher interview (15 minutes)
• Confirm and expand on the information in the RFA/Guess & Check
• Going deeper and bringing in a second perspective
– Provide Tier 1 support
– Identify Tier 2 intervention(s)
– Refer to Tier 3 FBA-BIP process
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Brief FBA
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Brief FBA
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Tie
r 3
-S
cho
ol
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TIER II
Overview of Group-Based Interventions
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Consideration• Not fixed group. Membership can change
based on need
• Student’s needs vary across continuum over time and within academic/social area
• Least intrusive but matched to student need– effective and efficient
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Important Themes• Part of a continuum
– CICO is the link to school-wide PBIS system
• Efficient and effective way to identify students
• Assessment allows you to make a simple sort– match students to interventions
• Intervention matched to presenting problem but not highly individualized
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Critical Features• Intervention is continuously available
• Rapid access to intervention (less than a week)
• Very low effort by teachers
• Positive system of support– Students agree to participate
• Implemented by all staff in a school
• Flexible intervention based on assessment– Function/need-based
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Check-in, Check-out Basics• Daily behavioral monitoring
– self- and/or adult
• Regular, frequent opportunities for positive reinforcement– tangible to social
– external to internal
– predictable to unpredictable
– frequent to infrequent
• Home-school connection
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CICO Daily Cycle
1. Check in office at arrival to school
– SEL check-in
– Pre-corrections/reminders
– Turn in previous days signed Daily Progress Report (DPR) form
– Pick-up new DPR form
– Review daily goals
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2. At each class– Student completes DPR card
– Teacher checks & initials
3. Check out at end of day– Review the points & goals for the day
– Receive acknowledgment if goal met
– Parent update sent home
– SEL Check-in
– Pre-corrections/Reminders
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4. Give update to parent(s)
– receive reinforcer from parent
– have parent sign card
– let school handle issues or small problem solving
5. Return signed card next day
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Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in
CoordinatorSummarizes Data
For Decision Making
Bi-weekly Meetingto Assess Student
Progress
Exit Program
ReviseProgram
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Examples from SKPS – Hoover
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Tracking Student Progress(number = % of total daily points)
Date Jason Leanne Juan Kiran Alexa
1/16/03 85 95 100 80 65
1/17/03 100 100 100 75 A
1/18/03 77 NC 100 85 0
1/19/03 45 75 95 92 85
1/20/03 88 89 77 89 90
1/23/03 A NC 100 95 95
1/24/03 95 67 85 100 78
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Daily Data-based Decision-Making
0
20
40
60
80
100
Pe
rcen
tag
e o
f P
oin
ts
03/07 03/08 03/09 03/12 03/13 03/14
Date
Ryan's BEP Performance
2000-2001Consider fading
support
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20
40
60
80
100
Perc
enta
ge
of P
oin
ts
02/05 02/08 02/13 02/20 02/23
Date
Rachelle's BEP Performance
2000-2001
Consider revising support here
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Evidence-Base Summary• Typical schools are able to implement the BEP/CICO
successfully.
• Use of the BEP/CICO is related to reduced levels of problem behavior, and, for some students, increased levels of academic engagement
• The BEP/CICO is likely to be effective with 60-75% of at risk students.
• Students who do not find adult attention rewarding appear least likely to respond successfully to the BEP/CICO.
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Other Strategies and Groups• Behavioral contracts
• Adult mentor/monitor
• Targeted social skills – problem solving
– conflict management
• Self-management programming
• Academic restructuring
• Lunch Buddies
• Friendship Circles
• Homework Club
• Focused Counseling– anger management
– grief and loss
– parent divorce
– anxiety
– ….
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TIER III
Overview of Individualized Interventions
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What is FBA?
• A systematic problem solving process for developing statements about factors that:
– Contribute to the occurrence and maintenance of problem behavior, and
– More importantly, serve as basis for developing comprehensive behavior intervention plans
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Use FBA when…
• Students are not successful
• Interventions need to be developed
• Existing interventions need to made more effective and/or efficient
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Steps in an FBA-BIP• Collect Information to determine function.• Develop testable hypothesis or summary
statements and indicate functions.• Collect direct observation data to confirm
summary statement.• Identify desired and acceptable replacement
behaviors.• Develop behavior intervention plan.• Develop comprehensive BIP to ensure high
fidelity implementation. • Develop on-going monitoring system.
Bri
efFu
ll
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Hayley - RFAYou have been asked to assist the team in providing support to Hayley who is in 7th grade. Hayley’s teacher is concerned about Hayley because she hasn’t turned in enough work to pass English, math, and science for the first two quarters and is already missing assignments during the first two weeks of the third quarter. In addition Hayley skips several classes a week, usually those that occur after lunch, and refuses to dress for PE.
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Hayley –Teacher InterviewYou decide to interview Hayley’s teacher Mr. Nedry who requested assistance and teaches both the math and science classes. During the interview Mr. Nedry states that Hayley rarely turns work and when asked says she doesn’t care. In class she spends a lot of time “getting ready to work.” For example, she looks through her back-pack for paper, pencil, books, etc., she sharpens her pencil, asks to go to the bathroom, and straightens her coat on the back of her chair. She doesn’t talk to many students in or out of class and is not involved in any school activities. About two years ago Hayley was assessed for special education but did not meet eligibility requirements. Mr. Nedrybelieves that the home environment is hectic and that Hayley may be getting involved in prostitution.
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Hayley – Student InterviewDuring the interview, Hayley states that she doesn’t like many of the teachers at school. She does like the special education teacher and the front office secretary. She is not very interested in school, but wants to go to California to live with her older sister and work as a secretary. Hayley says that doesn’t have many friends at school and that a lot of her tine after school is spent looking after her younger sister. She also states that she has trouble with math and doesn’t like to write. In addition, when she hasn’t much sleep the night before she has more trouble at school than usually. Hayley also tells you that she skips class to smoke, go to the corner market, and that she shoplifts.
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Hayley- Archival Review• You decide to review two types of information.
First, you get the attendance records for the year and find that Hayley skips about one whole day per week and about four other classes per week. She hasn’t received any office discipline referrals, detentions, or suspensions for the past two years.
• Second, you get assignment records from her teacher and learn that she has turned in about 17% of the assignments in math, 35% in science, and about 32% in English.
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Defining Behavior
• Must be in operational, observable, or measurable terms:
– To achieve high agreement between two people
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Define Target Behavior - Hayley• Problem Behaviors
– Not completing work & Off-task– Skipping/Not participating in PE/Shoplifting
• Not Completing Work – Low rate of work completion in Science, Math and Literature
• Not Engaged– Hayley spends 10-15 minutes getting ready (latency). Getting ready includes finding materials (backpack, cubby), sharpening pencil, straightening coat, etc.
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Develop Summary Statement• Testable hypothesis (“objective or best
guess”):– Write in observable terms
– If not confirmable, collect more information & restate
• Developed from review of assessment information.
• Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.
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Setting Events
TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Worse WhatWhen Why
12 34
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Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of sleep
Math
Writing assignments
Getting readyto work
NotEngaged
Escapes work
Hayley
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STEP 3: Collect Direct Observation Data to Confirm Summary Statement
• Testable hypothesis
• Multiple settings
• Measures of:
– Problem behavior
– Triggering antecedents
– Maintaining consequences
– Setting events
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Improving Decision-making
Problem SolutionFrom
To Problem ProblemSolving
Solution
Information
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Confirm Hypothesis – Hayley
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Hayley – Baseline Data
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4
Perc
ent
of
Inte
rval
s
Days
Hayley - Not Engaged in Math and Science
Math Science
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Develop Competing Path Analysis
Setting event
What makes
behavior worse
AntecedentWhat sets
behavior off
ProblemWhat’s
happening
now
Maintaining
ConsequenceKeeps behavior
happening
Alternative
Short term
goal
ConsequenceOutcome of
long
term goal
DesiredLong term
goal
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Hayley – Competing Path Analysis
Lack of Sleep
Hygiene needs
Math
Writing
assignments
Not engaged
Low work
completion
Escape
work
Ask to go
to Sped
for assistance
Grades
More work
Start work
quickly
Stay engaged
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Develop Comprehensive BIP• Design antecedent strategies to make triggering antecedents
irrelevant.– So they no longer serve as triggers
• Design behavior teaching strategies to make problem behaviors inefficient.– So more acceptable behaviors are easier to do
• Design consequence strategies to make maintaining consequences ineffective.– So they no longer are present or less reinforcing
• Design setting event strategies to neutralize effects of setting events.– So they have less impact
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Guidelines
• Design antecedent strategies to make triggering antecedents irrelevant:
– So they no longer serve as triggers
• Design behavior teaching strategies to make problem behaviors inefficient:
– So more acceptable behaviors are easier to do
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Guidelines• Design consequence strategies to make
maintaining consequences ineffective. So they no longer are present or:
– Are less reinforcing
• Design setting event strategies to eliminate or neutralize effects of setting events:
– So they have less impact on routines & reinforcers
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Setting Events
Triggering Antecedents
Teaching Behaviors
Maintaining Consequences
Neutralize impact of setting events on students day
Reduce or remove triggers to prevent target behavior
Teach new skill for student to advocate for/meet their need
Encourage use of new skill(s) and discourage use of target behavior
Environment and adults:
Support
Environment and adults:
Feedback
Environment and adults:
Teaching
Student:
Communication
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Hayley
Check in with
Hayley in AM
Let her sleep
if tired
Have clean
clothes & supplies
in office
Neutralize
Give her shorter
& easier
assignments
Ask her how much
work she will
complete
Teacher
precorrection
Remove from PE
Don’t assign
homework
Irrelevant
Teach Hayley to:
- ask for help
-ask to go to
spec ed
-How to decide how
much of the
assignment she
can complete
Inefficient
Let Hayley go to
Spec Ed when
she asks
Let Hayley go to
office to assist
when completes
work
Let her choose from
personal items when
she completes
assignments
Ineffective
Setting
EventsTriggering
Antecedents
Teaching
Behaviors
Maintaining
Consequences
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Plan For Implementation- HayleyBeginning of class -Remind Hayley she can ask to go to spec ed
-Ask her how much of the assignment she will be
able to complete
-If she is tired, let he take a nap in the office
When Hayley raises her
hand
-Ask if you can help
-If she wants to go to spec ed let her go
If Hayley is not-engaged -Ask if you can help
-Remind her she can go to spec ed
When she completes
agreed upon work
-Praise her for keeping her commitment
-Ask if she would like to go work in the office
When Hayley turns in
assignments
-Praise her for being responsible
-Let her choose a personal item from her “store”
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Hayley - Outcome• Graduated from 8th grade. Secretary bought
her a dress and had he come over to her house before to get her hair and make-up done and then after for a graduation party
• Several years latter passed Hayley waiting to meet with a faculty about a school to work program. Had an about 1 year old child with her, but both looked healthy and happy
