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Implementing Behavioral Interventions through Student Support Plans
Beth Lambert, SST/IST Program FacilitatorCaryn Mouring, Instructional Support Teacher
Baltimore County Public SchoolsDepartment of Student Support Services
Office of Psychological Services
PBIS Team Training – July 20-21, 2010
Session Agenda
Review the “response to intervention” approach to positive behavior planning
Utilize the data-based problem-solving process to develop behavioral interventions
Develop a Student Support Plan that addresses complex behaviors of a student not responding to schoolwide and classroom behavior systems
Identify additional effective behavioral interventions that can be easily implemented and monitored within the classroom setting
Department of Student Support Services
MissionCoordinates prevention and intervention programs and services: to support schools, students, and
parents/guardians, by addressing the cognitive, behavioral, social,
emotional, health, safety, and alternative educational needs of all students
to maximize students’ potential achievement
What We Know…
Are safer, healthier, & more caring Have enhanced learning & teaching
environment Can provide a continuum of academic and
behavioral support for all students Are achievable & sustainable
School environments that are positive, preventive, and effective:
~80% of Students
~15%
~5%
SOME
FEW
ALL
Tier 1 Universal Interventions :
PBIS Teams Grade Level Teacher Meetings
All settings, all students; monitor and differentiate instruction; implement supplemental interventions
Tier 2 Targeted Interventions:
Student Support Teams
Groups of students or individual students at risk; screen and monitor; case management, student
support plans, 504 plans
Tier 3 Intensive Interventions:
SST/IEP Teams
Small groups or individual students; alternative programs and special education instruction
and/or services
Systematic Academic & Behavior Planning Intervention/Team Tiers
•Consistent implementation of the core curriculum
•Schoolwide behavior planning
•Differentiated instruction based on frequent progress monitoring
•Effective classroom organization and behavior planning
•Supplemental instruction
•Targeted interventions for groups of students or settings
•Alternative instructional programs
•Individualized student interventions as specified in student support plans
•Specially designed instruction and services
•More intensive, individualized behavior planning
Response to Intervention (RtI)
Prevention
Early Intervention
Intensive Intervention
Case Study
Take a few minutes to review case study on Andy
Consider: How would you personally address this
situation? How would your school address this situation? What do you think would be the intended or
unintended results of these actions?
Helpful or Harmful?
The Teacher’s Response:
He needs an FBA/BIP
“You’re out of here!”
He must have an emotional disability
No recess/field trips/assemblies
Unintended Results: Lengthy process and need parent permission Negatively Reinforcing the inappropriate behavior Over identification
Holding a student accountable for a behavior he doesn’t have control over (lack of skills?)
Helpful or Harmful?
The School’s Response: Extended time in the “focus
room” Suspension Referral to SST/IEP team to
obtain permission for assessments
Unintended Results: Loss of instructional time
We continue to reinforce the inappropriate behavior without identifying and addressing the underlying cause
Loss of power on the teacher’s part
Lengthy process/loss of time (for everyone!)
Over identification Have we changed the behavior or taught a replacement behavior?
The problem solving process is not about proving what’s wrong with the student.
It’s about finding out how to teach the student so he or she can learn.
It’s discovering who that child is …as a LEARNER.
http://www.ciclt.net/ul/gael/SettingtheSSTAGEforGreatPerfomances.ppt#430,40,Slide 40
Changes in Our Approach to Problem Solving
When a Student is a Non-ResponderStep 1: Review Current Practices Look at universal prevention at both the
system (schoolwide) and individual (classroom) levels Are the schoolwide and classroom
expectations taught and reviewed frequently? Are students positively reinforced for
appropriate behaviors? Have we differentiated based on the individual
needs of students within the classroom, grade level, and/or setting?
Still Not Responding?Step 2: Discuss at Grade Level Discuss your concerns with grade level, administration, support
staff and/or parents/guardians Analyze patterns of behavior to individualize classroom-based
interventions When does it happen? What are the factors that “trigger” the behavior? How have the “typical” consequences reinforced the
inappropriate behavior? Identify the warning signs: Be proactive vs. reactive Does the student have the skills? What skills do we need to
teach them? Determine what you want the student to be able to do (goal?) Implement interventions and document the student’s response
for at least 30-45 days (Remember things usually get worse before they get better!)
Still Not Responding? Step 3: Refer to SST
80 - 90% of students
respond to universal positive
behavioral supports and interventions
5-15% of students “slip through” and
need additional, targeted supports
Students who are considered “at risk” and have not responded to universal or classroom interventions may be referred to the SST for possible development of targeted group or individual interventions.
Tier 2: Student Support Team (SST)
Addresses more complex academic and behavioral problems of individual students, groups of students, and schoolwide concerns
Implements prevention and early intervention activities prior to intensive intervention to increase student achievement, improve schoolwide climate, reduce disruptive behavior, reduce inappropriate referrals to the IEP Team, and increase parent/guardian involvement
Provides a continuum of academic and behavioral interventions and supports in connection with other schoolwide initiatives such as PBIS and grade level teacher meetings and more intensive interventions like community partnerships and special education
Tier 2: Student Support Team (SST)
Functions of SST Screening/processing referrals Case management Mental health issues Substance abuse issues Physical/health issues Academic & behavioral interventions through Student
Support Plans 504 Plans Targeted group or setting interventions (ADHD,
cafeteria) Referral to IEP/Special Education Team
Evaluate the Plan
Evaluate the Plan
Analyze Problem &
Develop a Plan
Analyze Problem &
Develop a Plan
Identify the ProblemIdentify the Problem
Implement the Plan & Monitor ProgressImplement the Plan & Monitor Progress
Developing a Student Support Plan
Identify the Problem Aggressive/explosive behaviors when given a direction
(either individually or to the group) or during transitions Analyze the Problem
Behaviors occur when student is unable to gain control or is frustrated
Behaviors escalate when he is given consecutive verbal prompts to comply and are worse during transitions
Negative consequences have not changed the behaviors (office referrals, talks with the counselor, and restriction of privileges)
Student does not appear to have coping skills
Developing a Student Support Plan Develop a Plan
Set a goal Andy will increase the amount of times he uses the appropriate
coping strategies as measured by a decrease in aggressive/explosive behaviors from 4 times a week to one or fewer episodes.
Develop Interventions to Address Goal Teach, model, and practice coping strategies (see “Take a
Break” and “Give Me Five” examples) Positively reinforce (Student colors part of the “Reinforcement
Tower” each time he uses coping strategies) Designate a “cool down” zone to regain safe control Provide advance notice of transitions paired with individual
student schedule (student moves velcro piece to indicate the next change in routine)
Provide parent with copy of coping strategies and positive reinforcement system to make a connection between home and school
Developing a Student Support Plan
Develop a Plan Method of Monitoring Progress
Classroom teacher keeps a daily log of use of coping strategies and any aggressive/explosive episodes (parent also keeps a log)
Classroom teacher keeps copy of completed “Reinforcement Tower”
Informal observation by teacher and support staff member
Developing a Student Support Plan
Implement and Monitor the Plan Provide appropriate training for all staff
members who will implement the interventions Review log daily Assign a staff member to check in with the
classroom teacher to help trouble-shoot Ensure fidelity of the implementation of the
plan
Fidelity of Implementation: Example Forms
STUDENT: TEACHER/CLASS PERIOD: DATE:
Area Level of
Implementation Comments
Materials and Time
Teacher has her and checks on student intervention sheet ready at beginning of class
2 1 0
Teacher provides student time mgmt cues throughout class period
2 1 0
INTERVENTION
Teacher follows 4 steps of the intervention 2 1 0
Uses clear signals and cues to redirect 2 1 0
Provides students many opportunities to respond and reinforce appropriate behavior
2 1 0
Models skills/strategies appropriately and with ease
2 1 0
Corrects all errors using correct technique 2 1 0
Student asks for teacher assistance as outlined in intervention
2 1 0
Student uses correct responses outlined in intervention
2 1 0
Teacher helps provide time cues and transitional cues outlined in intervention
2 1 0
Teacher maintains good pacing, allows for student response time
2 1 0
Student tallies behaviors using self-monitoring form
2 1 0
Teacher documents progress monitoring-behavioral tallies
2 1 0
Developing a Student Support Plan
Evaluate the plan Review the data to determine progress made
towards goal (Remember, change is a process, not an event!)
Make revisions to the goal and/or interventions as needed
Consider phasing out interventions that are not needed and incorporating self-monitoring
If the student did not make progress, consider whether the intervention was implemented with fidelity or whether the correct problem was identified
Additional Behavioral Interventions
Inattention Focus Buttons
Focus
Additional Behavioral Interventions
Inattention Self-Monitoring – “Am I Working?”
Additional Behavioral Interventions
Anger, Frustration, Sensory Stimulation Touch the Dot Strategy
Additional Behavioral Interventions
Anger, Frustration, Sensory Stimulation “Push It Out”
Sanity Savers
Final Thoughts…
Systematic academic and behavior planning increases instructional time and student engagement, and creates positive school climates that are conducive to learning over time
Problem-solving should occur at every tier; it begins in the classroom and at grade level in order to demonstrate “response to intervention” and address student concerns early on
Student Support Plans are an effective means of developing, implementing, and monitoring behavioral interventions that target specific, measurable behaviors for students who are not responding to schoolwide and classroom-based positive behavior systems
