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Intervention Mapping. Critical Components of Intervention Support. Interventions are developed based on student need All intervention plans have intervention support Intervention integrity and implementation are monitored and documented - PowerPoint PPT Presentation
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Intervention Mapping
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Critical Components of Intervention Support
• Interventions are developed based on student need
• All intervention plans have intervention support
• Intervention integrity and implementation are monitored and documented
• Decisions are justified in an RtI model with documentation of intervention support and integrity
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Goals for PBS Team• Identify initiatives in place that address:
individual students, at-risk or groups of students, and the entire campus
• Determine data used to identify students in need of Tier 2 interventions
• Determine curricula that will address needs and how to embed in SWPBS
• Develop a plan for implementing on campus• Include evaluation of system• Include progress monitoring of student outcomes
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Tiers of PBS
Tier 3 – (Individual) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
Tier 2 – (Targeted Groups) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)
Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
Tier 1 – (School-Wide) Procedures and processes intended for all students, staff, in specific settings and across campus
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80 - 90%
10 - 15%
1 - 5%
Tiers of Behavioral Intervention/Support
Tier II Targeted InterventionsTargeted Group Interventions
Social Skills TrainingSmall Groups
80 - 90%
10-15%
1-5%
Tier I Core InterventionsSchool-wide Discipline
Positive Behavior SupportsWhole-class Interventions
Tier I AssessmentsDiscipline Data (ODR)
Benchmark AssessmentUniversal Screening
Tier II AssessmentsBehavioral Observations
Intervention Data Gap Analysis
Tier III: Individualized InterventionsBehavior Intervention Plan
Individual CounselingSelf-Monitoring
Tier III: AssessmentsFBA
Progress Monitoring Graph/RtI(Eligibility Assessment)
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Problem Solving Tiers of Service Delivery1. Problem Identification- What’s the problem?
2. Problem Analysis-Why is it occurring?
3. Intervention Design/Implementation-
What are we going to do about it?
4. Response to Intervention- Is it working?
Tier I
Tier II
Tier III
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Tier 1 RtI/Behavior Components
Introduction to School-wide Positive Behavior SupportEstablishing a Foundation for Collaboration and OperationBuilding Faculty InvolvementEstablishing A Data-Based Decision-Making SystemDeveloping Appropriate Definitions of Problem BehaviorsDeveloping Behavior Tracking FormsDeveloping a Coherent Office Discipline Referral ProcessDeveloping Effective ConsequencesIdentifying School-Wide ExpectationsIdentifying Rules for Unique SettingsDeveloping a System for Teaching Appropriate BehaviorDeveloping a School-Wide Reward SystemImplementing School-wide PBSEvaluating the Progress of PBS EffortsEstablishing a Comprehensive PBS System
Across Entire Campus: _____________________________________School -wi d e PBS __________________________________________________________________________________
Problem-Solving Guide for Targeted PBS Working Smarter, Not Harder.
Directions: I dentify initiatives (programs, work groups, committees) currently in place that address the following:
Universal
Targeted
Individual Individual Students: _________________________________Chi ld Study Tea m ____Coun sel i n g ______________________________________________ At-risk or Groups of Students:
_Soci a l Worker Anger Ma n a gemen t Group____
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Selecting Tier 1 Behavior Interventions
• Is it intended for all students and staff in all settings?
• Is there an evidence-base for the approach?
• Is the approach cost-effective?• Does the approach provide a system for
data-based decision-making?• Do the data address both student
outcomes and implementation fidelity?
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Before You Consider Tier 2 Interventions…
• Targeted group interventions are intended to impact the behavior of large numbers of students with similar behavior problems or causes for their behavior
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What If Issues are Classroom Related?
• Is it a instructional, environmental or behavioral issue impacting an entire class?– Use Classroom Consultation resources
• Is it an issue about the relationship between the teacher and the student?– Use Classroom Consultation resources
• Is it an issue that impacts all or most classes– Consider expanding Tier 1 interventions to
classroom
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Classroom Consultation Guide
Used by School PBS Team to provide consultation support to identified classrooms in the following:
• Topic 1: Assessment– includes Classroom Assessment Tool*
• Topic 2: Ecological Adaptations• Topic 3: Teaching Behavior• Topic 4: Reward System• Topic 5: Consequence System• Topic 6: Curriculum & Instruction• Topic 7: Intervention Planning
– includes Intervention Plan Tool*
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Tier 2 Critical Questions• Do we have groups of students that might
benefit from a targeted intervention?• Are any of the identified students NOT
contacting the SWPBS system?• Do the types or causes of their problem
behaviors match a targeted group intervention?
• What can we implement to have the biggest impact for the least cost/effort?
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Problem Solving Steps
1). Identify and analyze the problem
2). Develop the plan3). Implement the plan4). Evaluate the plan
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Step 1: I dentify and Analyze. What data do you plan to use to identify those students who are in need of targeted group interventions? Check off the items your team plans on using to identify students in need.
Teacher Nomination Forms
ODR’s by student & behavior
Classroom tracking system or form
Other _Stud en ts cu rren tly i n CST Other ______________________
Who is going to collect the data? _ PBS Tea m/cla ssroom tea chers submi t da ta on frequen t fl i ers i n clud i n g mi n ors to gu i da n ce___ When will it be completed? _Shou ld ga ther da ta before post pla n n i n g_ Once data are collected you can start to fill out the Student I dentification Worksheet
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Why ODRs May Not Be Enough
• May miss students in ESE settings with persistent or violent behavior who may not generate office referrals
• May not identify students with severe “internalizing” behaviors
• May not identify students with many “minors” but few “majors”
• May not reflect that some teachers refer and some don’t
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Problem Solving Steps
1). Identify and analyze the problem
2). Develop the plan3). Implement the plan4). Evaluate the plan
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Step 2:Analyze the Problem
• Aggression and disrespect are the most critical issues identified in ODRs and screenings
Gather additional informationWhat other data would you want to review?
• Are students being taught and reinforced in SWPBS?
• Are referrals coming from specific locations, times, teachers, etc.
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Step 2:Analyze the Problem
Identify desired behaviors• Students will learn more appropriate
problem-solving and social behaviors
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Step 2: Develop the PlanStep 2a: Brainstorm Strategies. Based upon the curricula currently in place, share feedback with the group.
Curriculum *Feedback
BEP Great program that will address a broad number of students;It has good monitoring tools which will help with RTI.
Classroom Could be helpful for all teachers. Consider doing the CAT with everyone and going more in depth with those who have a lot of need.
ICPS Would be great for a pull out group, but not sure about 3 days a week for 30 minutes. It’s easy to implement, but takes a lot of time.
Skillstreaming Our kids can use many of these skills. Could be less time consuming to teach, but not sure if we have anyone to do pull outs and not sure if teachers would have time to do themselves. If we decide on this one we will need to make sure that the classroom teachers knows the skills being worked on and the steps so they can reinforce in their classrooms.
Social Worker’s Anger Management Group
We need to know which kids are in the group and what curriculum she uses. Maybe we can utilize this group for some of the students. We will also need to figure out how she communicates back to the teachers the skills she is teaching so they can let her know the students progress and so that they can also work on the skills when students are in their class.
Step 2b: Clarification of Strategies. Ask questions or request clarification regarding the curriculums discussed. Curriculum Question Answer I CPS How i s thi s d i fferen t from
Ski l l strea mi n g?
I CPS tea ches a method of problem solvi n g ra ther tha n tea chi n g speci fi c soci a l ski l l s
BEP
How ma n y ki ds ca n be i n the progra m a t on e ti me rea son a bly?
As ma n y a s you ha ve resou rces to dea l wi th ( ti me/i n cen ti ves)
Step 2c: Selecting Possible Strategies: Curriculum Match student needs (Yes, No, and
why or why not) School has materials (Yes, No)
Feasible for our school (Yes, No)
**Selected (Yes, No)
BEP
Yes, a lot of d i srupti ve type studen ts who l i ke a d u l t a tten ti on
No, wi l l be gi ven a t en d of tra i n i n g
Ma ybe Yes-n eed to ta lk to a dmi n
Classroom
Yes, ma tches tea cher n eeds too No, wi l l be gi ven a t en d of tra i n i n g
Yes Yes
Ski l l strea mi n g
Yes, ou r studen ts la ck ma n y of these ski l l s
No, wi l l be gi ven a t en d of tra i n i n g
Ma ybe
I CPS
Yes, ou r studen ts don ’t kn ow how to dea l wi th con fl i ct/problems
No, wi l l be gi ven a t en d of tra i n i n g
Ma ybe
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Step 2d: Barriers to Selected Strategies and Solutions. Based upon the identified curriculum(s), discuss 2 barriers to implementation and brainstorm possible solutions. Curriculum Barrier Solution BEP
1. Person n el to do check i n /out 2. Getti n g tea chers to buy i n to checki n g progress repor ts
1. Ta lk to Admi n . 2. Show resu l ts from others tha t ha ve used BEP
Cla ssroom
1. Who wi l l do thi s tra i n i n g 2. Wha t tea chers wi l l recei ve thi s tra i n i n g
1. Ad mi n /PBS Tea m lea der or coa ch, Beha vi or Speci a l i st 2. Ta lk to a dmi n , resu l ts of CAT, tea chers ca n volun teer
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Problem Solving Steps
1). Identify and analyze the problem
2). Develop the plan3). Implement the plan4). Evaluate the plan
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ImplementingTargeted Group
Supports
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Targeted Intervention Programs
• Some curricula are designed as a school-wide programs
• Some curricula are designed as pull-outs• Many interventions can be adapted to
address targeted group and classroom or school-wide
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Communicating with Teachers
• Targeted Group as a School-Wide intervention– In order to work, more than the group’s facilitator must be
involved• Administrator support
– Encourage teachers to be flexible with assignments– Training time
• Staff Buy-in– Clarify the need for students to improve skills– Helping teachers by taking care of the more intensive
teaching/mental health component
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Step 3: Develop the PlanBrainstorm Strategies• BEP• Social skills streaming• Problem-solving training• Anger management groups• Others?
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Examples of Tier 2 Interventions
Skillstreaming PREPARE CurriculumSecond StepBehavior Education ProgramI Can Problem SolveSteps to RespectSchool-Connect
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Behavior Education Program
• The BEP is a “check-in/check-out” system where students have clearly defined expectations/goals, daily prompts and feedback from positive adults, and increased opportunity for reinforcement
• Designed for at-risk students who accrue multiple referrals in multiple settings across the campus and who are motivated by attention
• Not intended for aggressive or violent students
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Step 3: Develop the Plan• Clarify, vote on strategies• Do these interventions match the data?• Establish goals
– Implement BEP Program for 30 identified students in 1 month
– Establish tracking system for students– Appropriate behavior improves 25% and inappropriate
behavior decreases by 50% on average in targeted group within 3 months (Behavior Progress Report)
– Reduce number of ODRs for aggressions and disrespect by 50% per week within 3 months
– Others
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Preparation
• How will the faculty be informed?• How will students get into the group?
– SWPBS team recommendation– CST recommendation– Teacher/Administration/Guidance
recommendations– Data for prioritization
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Preparation• What data will be used?
– Minors, ODRs, Observations, Progress Monitoring, Academic, Teacher Nomination, Screening information, etc…
• Is there a need for new data?• Are new forms needed?
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Roles & Responsibilities• All faculty need to:
– Be aware of targeted group programs– Know which skills are being taught
• Identify relevant situations and prompt new skills
– Help progress monitor and reinforce student behaviors– Participate in “transfer of learning” activities
• Administrative team:– Actively supports program
• Time, resources, student success
– Consider group participation during disciplinary events
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Roles & Responsibilities
• Group Facilitator– Gatekeeper for program
• Logistical issues, rapport with students
– Communication/Collaboration with teachers, parents, admin, PBS Team
– Planning & Teaching lessons, Transfer of Training activities
– Data collection, evaluation of students
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Other Issues to Consider
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ImplementingTier Supports
• Time – Training time for staff– Time to teach students/release time– Time for progress monitoring/evaluation (weekly)– Time to coordinate supports/share information
• Data collection– ODRs– Teacher Nomination forms– Screeners (pre- and post- measures)– Progress Monitoring materials
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Implementation• Who will develop goals for the students? What
information should be considered in this process?– Group goals vs. Individualized goals
• Parental consent, involvement• How will the data be managed?
– Security/Confidentiality• Who will evaluate student progress? How will
progress be measured?• How will teachers and parents be notified of
weekly skills and progress?
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Problem Solving Steps1). Identify and analyze the problem2). Develop the plan3). Implement the plan4). Evaluate the plan
– Determine how your team is planning to measure outcomes for classrooms and/or students in the targeted group interventions? (e.g., weekly summary of daily progress reports). On your PBS Targeted Group: Specific Action Plan, identify the possible data that may be used to measure outcomes.
Identification Assessment Evaluation
Individual Student PBS
ODRs (major and minor)Teacher requests for supportTeacher rankings of studentsTeacher referrals to ESELack of responsiveness to targeted Interventions (Teacher rankingsratings, progress reports)
Behavior Rating ScaleBehavior Observation FormsPTR AssessmentPTR Intervention GridPTR Interventions ChecklistIntervention Fidelity Measures
ODRsTeacher rankings of studentsTeacher ratings of students (SSBD, TRF, etc.)Behavior Rating ScaleBehavior Observation FormsSocial validity
Targeted Group PBS ODRs (major and minor)Teacher requests for supportTeacher rankings and ratings of studentsTeacher referrals to ESELack of responsiveness to Univer- sal interventions (Teacher rank- ings, ratings)
ODRsTeacher ratings of students (SSBD, TRF, etc.)
ODRsTeacher rankings of studentsTeacher ratings of students (SSBD, TRF, etc.)Behavior Progress ReportBehavior Rating Scale
Classroom PBS ODRs (major and minor)Teacher requests for supportTeacher ratings and rankings of studentsTeacher referrals to ESEInformal “walk-throughs”Classroom observations
ODRsClassroom Assessment ToolFormal observations of classroomFrequency measures
ODRsClassroom Assessment ToolInformal “walk-throughs”Formal observations of classroom
Universal/School-wide PBS
ODRs (major)OSSISSReferral rates for ESEBenchmarks of Quality (Pre-)District and school readiness checklists
Coaches’ SurveySchool ProfileAction plan
Outcome data summary (ODR, OSS, ISS, etc.)Benchmarks of QualitySchool team midyear updateTeam process survey
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Evaluation• Elements to consider:
– Fidelity of Implementation of the Interventions• are the program(s) being carried out as intended?
– Outcomes/progress monitoring • are student behavior(s) improving?
• How to identify students who need additional support?
• Is it generalizing?
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Monitoring Data• Progress monitor your students by looking at daily
behavior ratings, records of skill use, office referrals, and classroom-managed incidents (minors)
• Progress for students will need to be monitored to ensure success and determine graduation from program
• A simple progress monitoring sheet can be used to track specific behavioral goals
• Teachers can rate student goal behavior and/or students can self monitor
Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N
Daily Progress Report
Name: ___Johnny Smithson_______________ Date: __2/14/07____ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:
Teacher Comments: I really like how… Johnny spent a great deal of time working in a group with Carson today
HR 1st 2nd 3rd 4th L 5th 6th
Parent Signature(s) and Comments: __Sally Smithson, I can see that he is making gains__
Target Skill: Joining In Tally:
Saying hello and smiling at classmates
Joining in with a group of peers
Using appropriate language
3 2 2 3 1 3 2 2
1 3 3 2 3 3 3 1
2 2 1 2 2 1 2 1
Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)
Points Possible: ______
Points Received: ______
% of Points: ______
Goal Achieved? Y N
Name: Date:
=Will try harder tomorrow: 1 point
Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &
WritingMath Lunch Centers
Hands to self(Be Respectful)
Finish all work(Be Responsible)
Keep chair legs on floor (Be Safe)
Teacher comments: Wow! Sally did a great job during…
Parent Signature(s) and Comments:
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Using the Data• Focus on specific problem-solving skills• Supplemental support needed• Different program needed• Planning Booster sessions• Fading reinforcement• Including more self/student-evaluation• Graduation from intensive targeted group
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Step 4: Evaluate the Plan•Did we meet the goal?•Examine data and modify intervention if needed
YES NO•Modify existing plan or•Develop a plan to maintain the intervention if it worked
•Develop a new plan•Consider referring back to problem-solving team if intervention isn’t working
Curricula selected:__BEP/Classroom__ School: __Mighty Middle__
Action/Activity
Who is responsible?
When will it be started?
Schedule meeting with administrator to get buy-in for programs, brainstorm personnel/resource issues
Maria Jones Email this evening
Contact Social Worker to get info on Anger Management Group
Sam Stein Monday morning
Schedule time at next PBS Team Meeting to describe data to be collected and assign collectors
Maria Jones Email this evening to team leader
Schedule post planning meeting to go over data collected and identify possible students for programs.
Sam Stein Next week
Download BEP materials from Florida’s PBS website
Elena Martinez Next week
Identify check-in and check-out people for BEP
Elena w/Admin and PBS team leader
Schedule when talking to Admin.
Schedule time for Classroom overview at PrePlanning in fall
Maria Jones Email administrator this evening
Identify person to lead training on Classroom Guide
All Next PBS team meeting
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Tier 3• Key Questions
• What specific interventions are needed at Tier 3? Increased intensity of Tier 2 intervention? Different, individualized intervention?
• How well are Tier 3 interventions functionally linked to FBA?
• How well are Tier 3 interventions implemented? • What is the student’s response to evidence-based
interventions?• Data Analysis
• Functional Behavior Assessment (FBA)• Graph of Response to Intervention data
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Tier 3• Focus of School-based Intervention Team
• Identify individual behavioral issues through data analysis
• Develop intensive individual interventions & supports (Behavior Intervention Plan - BIP)
• Interventions• Implement BIP based on FBA• Assess integrity and intensity of interventions
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Tier 3: Problem-solving protocol
• Identify target & replacement behavior• Identify peer group for comparison
• Collect baseline & progress monitoring data (frequency, duration)• Gap analysis - compare student to peer group and expectation
• Determine function of the behavior (FBA)• Develop/Implement interventions based on FBA (BIP)• Monitor/Evaluate/Modify interventions based on data
• Document response to intervention • Problem solving continues based on response to intervention
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Contact InformationFlorida’s PBS ProjectPhone: (813) 974-6440Fax: (813) 974-6115E-mail: [email protected] Web: http://flpbs.fmhi.usf.edu