PBIS:

An Overview of Tier II

Interventions

Paula Leavitt, RSU #10 Co-Director of Special

Services

Clarissa Errington, RSU #10 Co-Director of Special

Services

Katherine Harvey, RSU #10 PBIS District

Coordinator

Workshop Goal:

You will leave this session with

additional knowledge in the following

areas:

PBIS

The continuum of interventions

The need for Tier II interventions

Goals of Tier II interventions

Tier II intervention options

Evaluation tools

Capacity Building

Sustainability

Positive Behavioral Interventions and

Supports (PBIS)

School-wide PBIS 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 SW-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)

Universal

Targeted

Intensive

• Universal Interventions

• All students in the school

• Targeted Interventions, Groups

• Students at risk for behavior problems

• Intensive, Individualized Interventions

• Students with serious or chronic behavior

problems

Universal

Targeted

Intensive Continuum of

Support for ALL:

Dec 7, 2007

Problem solving

Cooperative play

Adult relationships

Anger management

Attendance

Peer interaction

Individual play

Label behavior…not people

Self-assessment

• Nearly 20% of the school‐age population is affected

with social‐emotional/behavioral and/or mental health

concerns (U.S. Department of Health and Human

Services, 1999)

• Of the 20% affected only 30% of those students

actually receive services (U.S. Public Health Service,

2000)

• Fewer than 1% of students receive special education

services for emotional disturbance (Kauffman, 2001)

What Do We Know?

Challenge:

What Do We Know?

• Although signs of emotional and behavioral

disorders can be detected at an early age

– children and youth are often inadequately

supported

– delayed in accessing services or

– receive no treatment at all (NRC and IOM, 2009)

What Do We Know?

• Long‐term outcomes for students experiencing

emotional and/or behavioral disorder symptoms or

concerns are very poor

– Drop‐out, Incarceration

– Homelessness, Psychopathology

– Diminished functioning

– Difficulty finding & maintaining employment

– Problems developing interpersonal

relationships (NRC and IOM, 2009)

What Do We Know?

• Schools are natural context for promoting

healthy development and preventing emotional and/or

behavioral disorders (Adelman & Taylor, 2006)

• Schools are recommended as primary location

for identification and support (U.S Public Health Service, 1999)

What Do We Know?

• Extensive research has been conducted for

both Tier I and Tier III supports

• Less is known about Tier II e.g.

– How decisions are made for identification and

intervention selection

– Feasibility of implementation by typical school

personnel

– Added effects – after universals are in place

Tier II Interventions

• For students who…

– Are at‐risk for an academic and/or social‐

behavioral concern

– Continue to engage in frequent problem behavior

despite effective school‐wide, tier 1 prevention

efforts

– Need additional teaching, monitoring and

feedback

– Could benefit from extra attention or support at

school before they are in crisis (Crone, Hawken & Horner, 2010)

NOTE: specific to Special Education; this helps in the pre-

referral process

Tier II Interventions

For students with…

• Low level problems

– Non‐compliance, disrespect

– Work completion

– Attendance, tardy

• Office Discipline Referrals (2‐5), classroom minor

(4‐6)

• Behavior occurs across multiple locations

• Students with internalizing or externalizing

concerns (Crone, Hawken & Horner, 2010)

Goals of Tier II

• Have available a menu of interventions for

responding to the diverse range of student

needs

• Provide interventions to support

approximately 15% of the student population

who are at risk, but not currently engaging in

severe problem behavior (Walker & Horner, 1996; Crone, Hawken & Horner, 2010, p. 7)

Key Features of Tier II Interventions

• Continuous availability & quick access to the

intervention

• Similar implementation across students

• Low effort by classroom teachers

• Intervention is consistent with school wide

expectations Office of Special Education Programs (OSEP, 2005)

Why Use Tier II Interventions

• Not all students require an intensive,

individualized intervention

• Can be effective in preventing severe

problem behavior

• Allows use of fewer resources while still

providing positive effect

Who is the audience?

Before we start the Tier II

journey we must ask?

Do we have a school–wide PBIS framework in place as measured by the School Evaluation Tool, Benchmarks of Quality, Team Implementation Checklist, and PBIS Implementation Checklist?

Are 80% of classrooms utilizing a PBIS classroom management plan?

Is there a data system in place for documenting office discipline referrals, that includes the “Big 5”.

Is staff informed and trained in the use of Functional Based Thinking?

Functional Based Thinking

Function Based Thinking is:

A process that facilitates classroom

teachers ability to identify

appropriate interventions to

address behavior issues.

What are the differences between

FBA and FBT? Functional Behavioral Assessment (FBA)

• A process and a product

Requires formal assessment and analysis of

comprehensive data

Involves multiple team members

Requires individual trained in behavior analysis or

functional assessment

Typically a lengthy and intensive assessment and

intervention process

Not often used as a preventative measure, but

rather instituted when more problematic behaviors

arise

What are the differences

between FBA and FBT? Function-Based Thinking (FBT)

A quick systematic way of thinking that informs the selection of effective function based supports

A preliminary step, prior to an extensive FBA

Only requires the teacher and an individual knowledgeable of behavior management to facilitate the learning process for teachers

Draws from the research-based components of FBA

Designed to be used as an early intervention strategy with mild to moderate behavior problems

Designed to be used prior to involving the student support team or outside supports

3 steps of FBT

1. Gathering information

◦ Emphasize data already collected by teachers

2. Development of a plan

◦ Ensuring interventions match function

◦ Matches teacher style and comfort level

3. Evaluation/monitoring of the plan

◦ Simple

Step 1: Gathering Information

Antecedent, Behavior, Consequence data

Data comes in many forms:

◦ Student grades, homework and work completion,

◦ tardies, absences and even visits to the nurse or

◦ guidance office

Let the data define the problem

How do we know it’s a problem? “Show me the data”

Step 2: Development of a Plan

Its easy to become overwhelmed and rely

on whatever intervention might have

worked with a previous student

Research suggests selecting an

intervention that addresses the function

of the behavior yields higher success in

changing the targeted behavior (Scott et al., 2005)

Step 3: Evaluate/monitor the

plan • Data (information) collection should be

on-going and simple (Jenson, Rhode, and Reavis (1995) in the Tough Kid Tool

Box)

Periodically compared with the baseline

How else do you know if it is working?

Reported to those involved

Student and faculty and parents celebrate

success

Questions to Guide Implementation

How will you support teachers in changing

their behavior?

Discuss methods for getting this information to

teachers.

Who is available to provide initial and ongoing

support to teachers as they learn FBT?

A number of intervention programs are

available for students showing early signs of

emotional and/or behavioral disorders;

We will review the following:

- BEP: Check‐in/Check‐out

- SOCIAL SKILL INSTRUCTION

- ACADEMIC INSTRUCTION

- MEANINGFUL WORK

Check In Check Out

•Intervention is continuously available

•Rapid access to intervention (72 hr)

•Very low effort by teachers

•Positive System of Support

•Students agree to participate

•Implemented by all staff/faculty in a school

•Flexible intervention based on assessment

•Functional Assessment

•Adequate resources allocated (admin, team)

•weekly meeting, plus 10 hours a week

•Continuous monitoring for decision-making

Critical Features of CICO

Why does CICO work?

Improved structure

Prompts throughout the day for correct behavior

System for linking student with at least one adult

Increase in contingent feedback

Feedback occurs more often and is tied to student behavior

Inappropriate behavior is less likely to be rewarded

Elevated reward for appropriate behavior

Adult and peer attention

Linking school and home support

Organized to morph into a self-management system

Social Skill Instruction

Definition -Social Skills

Social skills are defined as "those behaviors which, within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).

a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations

Steps in Social Skill Instruction

Assessment

Planning

Lesson Development

Teaching

Generalization

Planning

Lesson Plans: Teach (tell)

Lesson Plans: Demonstrate (show)

Lesson Plans: Practice

Lesson Plans: Review & Test More Practice

Important Themes

Part of a continuum – must link to

school-wide PBS system

Efficient and effective way to identify

students

Assessment = simple sort

Intervention matched to presenting

problem but not highly individualized

Final Thoughts

Fluency in essential features social skill

instruction

Apply basic logic of SW-PBS (data,

practices, systems)

Effective instruction

Meaningful Work

School‐based jobs intervention is designed

to:

increase student responsibility.

give students an increased sense of

purpose and connectedness in the school.

serves to meet the functions of escape

from the classroom and/or gain adult

attention.

Meaningful Work

Provides escape from some of the

frustrations of school and allow students

to have an area to excel on a regular

basis.

Provides connectedness to the school

environment and someone in the school.

Connectedness to School Has

Three Elements • Providing opportunities for active

involvement so students have a

contributing role in a social unit

• Developing the skills to be successful

in that involvement

• Making sure that young people are

recognized for their skills in ways

that mean something to them.

Meaningful Work (MW)

Clear screening procedures

Group of 5 - 10

Student goes to “work” daily at assigned time for a

specific amount of time.

Daily report card completed by job supervisor after job

completed

Daily report card completed by teacher at least twice.

Chart student data daily

Student report card shared with family daily.

10-20 weeks

Key Features of Meaningful

Work 1. Meaningful Work is an efficient system that

is capable of providing behavior support to moderate-sized group of at-risk students at the same time

2. Students are identified and receive support within a week

3. Work daily in a respected job with a caring supervisor

4. MW increases the likelihood that each day the student has a positive experience with an adult away from the classroom

Key Features of Meaningful Work

continued 5. MW increases the frequency of contingent

feedback from the teacher.

6. MW requires low effort and results in large changes in student behavior.

7. MW links behavior and academic support.

8. MW is implemented by all staff in the school.

9. Students choose to participate.

10. MW employs continuous monitoring student behavior and active use of data for decision making

For Whom Is the Meaningful Work

Appropriate?

APPROPRIATE

– Quiet, withdrawn,

isolated

– Low-level problem

behavior (not severe)

– 3-7 referrals

– Behavior occurs across

multiple locations

• Function of the students’

behavior is escape/

avoidance or adult/peer

attention and escape/

avoidance.

INAPPROPRIATE

– Serious or violent

behaviors/ infractions

– Extreme chronic

behavior

(8-10+ referrals)

– Require more

individualized support

• Full functional

assessment

• Wrap-around services

Meaningful Work Readiness

Checklist • School-wide system of behavior support in

place

• Staff buy-in for implementation of MW

• Administrative support time and money allocated

• No major changes in school climate e.g., teacher strikes, administrative turnover, major changes in funding

• Tier II social/emotional/behavioral intervention

implementation a top priority

Questions

Resources

Mitchell, B., Gage, N., Stormont, M., (April 26, 2011) Tier II

Interventions within Context of a Tiered Prevention Framework,

Lecture conducted from University of Missouri-Columbia

Hershfeldt, P., EdD, Pell, K.,Bradshaw, C., (March 10, 2011), Function

Based Thinking: A Systematic Way of Thinking About Function and Its

Role in Changing Student Behavior Problems, Lecture conducted from

Johns Hopkins University

Lewis, T. (October 3, 2010). Social Skills Instruction as Tier II

Intervention. Lecture conducted from University of Missouri

Kelk, M., Ph.D., (March 1,2011). Meaningful Work: A Tier II Standard

Treatment Protocol, 2011 APBS Conference, Lecture conducted from

Denver Colorado

Thank you Contact information

Paula Leavitt

Pleavitt @rsu10.org

Clarissa Errington

cerrington@rsu10.org