Embed Size (px)
Citation preview
8/2/16
1
Bridget Walker PhDSound Supports K-12 and Associates
Positive Behavioral Interventions and Supports Tier 2- Day 1
www.soundsupportsk12.com
8/2/16
2
Sound Supports & Associates
Sound Supports & Associates Offers:´ Comprehensive Professional
Development in PBIS, Special Education, Restorative Justice and Related Supports.
´ On-site Coaching, Evaluations & Capacity Building.
´ Technical Assistance to Link Schools to Needed Supports.
Upcoming Trainings (November 2 & 3)
´ Restorative Justice (Framed in PBIS)-´ From Conflict to Competence – Serving
Students With Intense Behavioral Needs´ Serving Students With Autism (Nov 2nd
Only)´ See www.soundsupportsk12.com for
details and registration information
8/2/16
3
Logistics
Clock Hour Forms Will Passed Out in Your Session. Make Sure You Sign In For Clock Hours Each Day.
Restrooms are Out the Door to The Left Down the Hall.
Lunch Will Be At 12:00 Each Day – Breakfast Out Again Tomorrow at 8:00.
We Will End Each Day by 4:00.
Agenda: Tier 2/ Day 1
GOAL: Build a strong Tier 2 foundation
´Review of Tier 1 Fidelity and Tier 2 Readiness
´ Introduction to Tier 2 Systems´Function and Behavior-
Foundations´Screening Systems
8/2/16
4
Overview of Days 2 and 3´ Day 2 will provide more details on
implementing check in- check out interventions
´ Day 3 (October 12th) will focus on foundational skills and understanding needed for leading change in Tiers 2 &3.
Group Norms/ExpectationsBe Responsible´ Be an active participant´ Return promptly from breaks´ Start/end on timeBe Respectful´ Use cell phone/laptop to support learning´ Use time well & meaningfully´ Ask relevant/clarifying questions*Be Kind/Professional´ Enter discussion with an open mind´ Share the Air (Self Aware)´ Allow think time for self and others
*“Your Turn” will provide a chance to ask individual or program specific questions of the presenters
8/2/16
5
Systems, Data, Practices,Outcomes
PBIS as a Systems Solution
“Schools that are safe, effective, and controlled are not accidents.”
(Sugai, Sprague, Horner & Walker, 2000)
´Need ´a prevention focus´to build school capacity to
support all students´a continuum of academic &
behavior support
8/2/16
6
Washington State Institute of Public Policy (WSSIP)
8/2/16
7
For FREE resources on PBIS visit www.pbis.org
Tier I - Universal
´ School-wide discipline system for all students, staff, & settings that is effective for 80% of students´ Clearly & positively stated expectations
´ Continuum of procedures for teaching expectations
´ Continuum of procedures for encouraging expectations ´ Continuum of procedures for discouraging rule
violations´ Procedures for monitoring & modifying procedures
´ Present in classroom and non-classroom settings
8/2/16
8
CORE FEATURES:School-Wide PBS
(Tier 1)
Leadership team Behavior
purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for
encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
Is Tier One in Place in Your Classrooms? How do you know?
´ Classroom-wide positive expectations taught, encouraged & reinforced and match school-wide expectations
´ Teaching classroom routines & cues taught & encouraged´ Ratio of 4-5 positive to 1 negative adult-student
interaction´ Staff Agree with and Understand Classroom and Office
Managed Behaviors and implement consistently´ Active supervision´ Clear redirections for minor, infrequent behavior errors´ Frequent pre-corrections for chronic errors´ Effective academic instruction & curriculum for all learners
8/2/16
9
Tier II - Secondary
� Specialized, group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions ´ Basic functional assessment based intervention decisions´ Daily behavioral monitoring´ Regular & frequent opportunities for positive reinforcement´ Home-school connection´ Individualized academic accommodations for academic
success ´ Planned social skills instruction and support´ Behaviorally based interventions
CORE FEATURESTargeted PBIS
(Tier 2)
Team & data driven
Behavioral expertise
Increased social skills instruction &
practice
Increased adult supervision
Increased opportunity for positive
reinforcement
Continuous progress
monitoring
Increased precorrection
8/2/16
10
Tier III - Tertiary� 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
CORE FEATURESIntensive PBS (Tier
3)
Multi-disciplinary Team & data
driven Behavior expertise
Functional Based Behavior
Support Planning
Wraparound Supports & Culture Driven Person Centered Planning
Comprehensive School Mental Health Supports
Continuous progress monitoring, positive
reinforcement & adult supervision
Increased precorrection
8/2/16
11
0-1 Referrals
2-4 Referrals
5 + Referrals
Evidence Based Practice
TIME & CHANGE in Staff behavior required to generate
desired outcome
Tier 3: FBA/BSP (5%)6+ Discipline Referrals
Tier 2: CICO (15%)3-5 Discipline Referrals
Tier 1: SW-PBIS (80%)0-2 Discipline Referrals
(Walker, B. 2015)
Readiness Assessment & Poster Activity
´On Your Poster List:´Ways Your School is Ready For Tier 2´Readiness Steps That Need to Occur´Challenges to Tier 2 Implementation´Promoters to Tier 2 ImplementationLook at indicators of Tier 2 readiness on page 6 of your packet to guide your thinking.
20 Minutes
8/2/16
12
General Process for Tier 2 Systems
1. Establish Behavior Support Team to guide/lead process (not the same as your PBIS Leadership team.
2. Secure & establish behavioral competence within school
3. Develop/strengthen three level system of school-wide behavior support:• Universal Interventions• Secondary Interventions • Individual Interventions
General Process Cont’d
4. Establish data decision system for matching level of intervention to student• Simple & direct request for assistance process for staff• Data decision rule for requesting assistance based on
number of major behavioral incidents
5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency • Are students displaying improved behaviors?• Are staff implementing procedures with high fidelity?• What can be modified to improve outcomes?• What can be eliminated to improve efficiency?
8/2/16
13
Tier 2 Guiding Principles
´ Students who are at-risk students benefit from:´clearly defined expectations´ frequent feedback from supportive adults´Consistency and predictability´Abundant positive reinforcement
Problem behavior and academic success are often linked
´ Behavior support begins to develop effective adult-student relationships
Fidelity Assessment in PBIS´ Measures of “Systems” Outcomes (fidelity) pbis.org/tools.htm
´ TFI – Tiered Fidelity Inventory
´ SET – School-wide Evaluation Tool
´ SAS - Self-Assessment Survey
´ SAPR-PBIS- Self Assessment and Program Review in PBIS (Brookes Publishing)
´ Measures of “Practice” Outcomes´ Office Referral Data (SWIS or similar system)
´ Absentee & Truancy Data
´ Academic Data
´ School Climate Measures
´ Staff, Parent and Student Perceptions (survey or Anecdotal Data)(Walker, B. 2015)
8/2/16
14
Important Themes´ Part of a continuum
´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
Tier 2 Interventions(Hawken, Vincent, & Schumann, 2008).
´ Assumes Tier 1 School wide PBIS is in place – TFI, BOQ
´ Involves a problem-solving focused behavior support team
´ Screening to identify a % of students in need of more than Tier 1 supports
´ Readily available and easily accessible
´ Low time commitment from teaching staff
´ Adequate resources allocated (admin, team)
´ Uses efficient, available evidence based practices
´ Includes data-based progress monitoring & decisions
´ Have an entry, progress monitoring & exit criteria, with non-responders moving to Tier 3
´ Begin SE screening only once Tier 2 team is established and strategies for following up on data are identified
8/2/16
15
Tier 2: Sample Small Group Interventions
´Social Skills Groups (Redefining Counselor Groups)
´Check In/Check Out, Check, Connect & Expect etc.
´Executive Functioning Skill Groups´Learning Strategies and Study Skills´Academic Support Groups´Homework Support´Self-Monitoring ´Mentoring
Goal of Tier 2 InterventionsTo Make A Problem
Behavior:´ Ineffective´ Inefficient ´ Irrelevant ´ Unstable
* Some of this occurs through changes to the environment.
Teach a prosocial replacement behavior that is MORE´ Effective´ Efficient´ Relevant´ Stable Than the problem behavior!
8/2/16
16
WHAT is Appropriate for Secondary versus Tertiary Intervention?
APPROPRIATE– Low-level problem
behavior (not severe)
– 2-5 referrals or internalizing issues
– Behavior occurs across multiple locations
– Examplesü talking outü minor disruptionü work completion
INAPPROPRIATE– Serious or violent
behaviors/ infractions– Extreme chronic behavior
(6+ referrals)– Require more
individualized supportü FBA-BIP ü Wrap Around Services
Building the Airplane While Flying It
Social and Behavioral Support for All Students
8/2/16
17
Step 1: Tier 2 – Building the Support Team
Establishing the Tier 2 Team
´ This team monitors implementation of Tier 2 supports in your building
´ May be part of the existing PBIS leadership team.
´ May be an extension of the existing PBIS leadership team.
´ May be a stand alone team, often these teams look at Tier 2 & 3.* Such a team may already exist in
your school - SIT team, Care team, MDT team.
8/2/16
18
Two Team Format
Universal PBIS TeamTier 1
Intensive PBIS TeamTier 2 and Tier 3
Derby Ridge Elementary Teaming Structure
Special Education
Team
Tier 3 Team
Tier Two Team
CORE PBIS
Team
Grade Level Teams
8/2/16
19
Tier 2/3 Team Members
´ Tier 2 (Intervention)Coach(es)´ PBIS Coordinator´ Counselor ´ Psychologist´ Teachers´ Administrator´ Other Para-professionals*FBA/BIP Knowledge
Important Theme
A common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention –Important to stress that these interventions will require high level of involvement among ALL staff within the school building
8/2/16
20
Challenges to Tier 2/Tier 3
´Students´Problem behaviors are high intensity
&/or frequency´Interventions appear ineffective´Too many students display significant
problem behavior at any one time´Problem behaviors are disrupting
learning & teaching environments´Problem behaviors are difficult to
understand
Challenges to Tier 2/Tier 3´Schools
´Can be challenging to collect information and develop interventions
´Administrative leadership & support is lacking, unavailable, or underdeveloped
´Staff are unable or untrained to implement interventions
´Overemphasis on form, policy, or regulation rather than on process
´Lack of continuum of positive behavior support
8/2/16
21
Team Work: Reviewing Foundational Tier Two Implementation
´ Look at pages 8-10 and discuss the readiness of your Tier 2 team.
´ Discuss the Tier 2 PBS meeting review checklist´ What aspects of the team are already in place?´ Which aspects the process need to be
strengthened?´ Are there any challenges that will need to be
addressed as you move forward with this team?
15Minutes
Understanding and Effectively Responding to Challenging Behaviors
8/2/16
22
Considerations for Tier 2 & Tier 3
• Behavior must be considered within context in which it is observed
• As intensity of problem behavior increases, so must intensity & complexity of functional behavioral assessment & behavior support planning process
Using Positive Behavior Interventions and Supports to Impact Student Progress
Student Progress
PreventProblem Behavior
Teach Desired or
Replacement Behavior Reinforce
Emerging Desired
Behaviors
(Modified from 2009, Dunlap, Lovannone & English)
Keep problems from occurring. Most
energy and time should go here…
Provide training and prompts/supports to
give students positive alternatives to meet
their needs
Recognize and acknowledge
attempts to use replacement
behaviors
8/2/16
23
“Can’t Do versus Won’t Do”Can’t Do or Don’t Know When To Do It
- Skill Deficit - Performance Deficit- Perception Deficit
Won’t Do- Function of Behavior
Can’t Do: Skills Building & Practice´ Social Skills Groups/Instruction
´Assertion Skills, Anger Management, Friendship Skills, Empathy Skills, Communication, Problem-solving
´ Executive Function Skills Groups´Organization Skills, Emotional Control,
Time Management, Attention, Study Skills
´ Academic Skills Groups´Context Reading Skills, Math Skills,
Writing Supports
8/2/16
24
Language deficits connected to significant behavior problems
´ 71% (or 3 out of 4) of students with EBD have concurrent language deficits
´ 57% (or 2 out of 3) students with language deficits were also found to be identified as EBD ´71% had pragmatic language deficits
(language use)´64% displayed expressive deficits (language
choice)´56% receptive deficits (language
understanding) (Benner, Nelson, and Epstein, 2002)
26 s tudies (n = 2,796) that addressed students with EBD and language deficits
For Level OneThink of doing social skills lessons and interventions
for the whole class or groups within the context
of instruction
For Level TwoThink of doing social skills lessons and interventions
for specific groups of students and individually
For Level ThreeThink of customizing
specific social skills lessons and interventions for
specific students
8/2/16
25
Knowing Function of Behavior to Determine Intervention
Is Behavior Functional?
8/2/16
26
What is Function Anyway?
Humans repeat behavior because in some way it meets a need. Usually:
To OBTAIN or GET something we want: Attention (positive or negative) from peers and/or adults, or things like money, toys, stuff
To AVOID something we don’t want: Attention (positive or negative) from peers and/or adults, Tasks or other activities that we don’t like.
Research has shown that the more often a behavior meets it’s function, the more
often it will occur.
Only Two Basic Behavior Functions
ProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
Social Tangible/Activity
Adult
Stimulation/Sensory
Peer
from Horner & Sugai at
www.pbis.org
53
8/2/16
27
Function of Behavior
We Also Have To Think Functionally When Choosing Interventions
´“Problem Behaviors” are functional skills for students
´ Interventions must consider the purpose of behavior (from student’s perspective) and address the same need as efficiently and effectively
´Seek a match from school’s intervention menu for the needs of each individual student
8/2/16
28
Timberline School’s Interventions
ØBlazer CheckØAdult MentorØCounselor Check InØAttendance SupportsØ504 PlanØOutside Resources ConnectionØMilitary Family Support Group Ø Lunch Bunch*ØRipple Effects*
THS Targeted Intervention Quick SortFunction of Behavior
/Student NeedsBlazer Check Mentoring
Academic Seminar/ Boot
Camp
Behavior Contract
Small Group Counseling
Ripple Effect
Adult Attention X X X X X
Peer Attention X X
Encouraging Adult Relationship
X X X X
Learn Replacement Behavior
X X X X X
Prompts for Behavior Expectations
X X X X X X
Monitor Risk Factors
X X X
Learn Problem Solving Skills
X X X X
School/Home Communication System
X X X X
8/2/16
29
Team Work: Targeted Interventions Quick Sort for Your School.
´ Use the blank matrix to list targeted supports already available in your school.
´ Then mark what functions or needs this support meets for students.
´ How can your team use a matrix like this to match identified students to targeted supports?
´ Discuss how you might monitor the efficacy of these supports on student performance over time.
20 Minutes
8/2/16
30
Streamline Your Process
1000 Sheets Of Paper 1000 Sheets Of Paper
8/2/16
31
ALL DATA HYPER-LINKED
http://pbiscompendium.ssd.k12.mo.us/system-tool s
Identifying Students For Tier 2/3 Supports:´ Social Emotional Screening
Data´ Teacher/Counselor/Parent
Request
´ Office Referral Data´ Academic Data
´ Classroom Minors Data´ Attendance´ Mental Health Concerns
´ Drug/Alcohol Concerns
8/2/16
32
Why Bother? Why Screen for Emotional/Behavioral issues?
´Academic success inextricably linked to social/behavioral skills´Five predictor variables concerning
student skills or behaviors related to success in school: (a) prior achievement, (b) interpersonal skills, (c) study skills, (d) motivation, and (e) engagement (DiPerna and Elliott,1999, 2000)
´Move beyond traditional “wait to fail” model common in schools towards a more proactive approach (Glover & Albers, 2007)
´ Identify students with socio-emotional needs in a proactive manner
´Assists in decision-making related to limited school resources (Walker, Cheney, Stage, & Blum, 2005)
´ Preventative supports reduce the need for more intensive supports later (Cheney & Stage, in press; Walker, Cheney, Stage, & Blum, 2005)
Why Bother? Cont’d
8/2/16
33
Two Broad Types of Emotional/Behavioral Concerns
ExternalizingFeelings/Issues are acted out on others´ Argues´ Disruptive´ Aggressive´ Defiant´ Destructive
InternalizingFeelings/Issues are held in and focused on the self´ Very withdrawn´ Depressed´ Extremely shy´ Self-injurious´ High levels of anxiety
Externalizing Behaviors� Behaviors focused outward
towards others or environment� Typically occur too often or too
much� Examples:
´aggression towards people, animals or things
´arguing, defiant or non-compliant´calling out or disruptive´Hyperactivity´Destructive
8/2/16
34
Internalizing Behaviors´ Behaviors focused inwardly toward self
´ Typically self-imposed, may not occur frequently, and appear to allow the student to avoid social events
´ Examples: ´ Not interacting with other people´ Withdrawing or frequently avoiding social situations ´ Overly shy or timid´ Often fearful or submissive´ Appears depressed´ Self harm at most intensive
Office Discipline Referrals´ Implemented widely in SWPBS where 2-5 ODR
considered threshold for at-risk (Horner et al., 2005)
´ Often measured using Schoolwide Information System (SWIS; May et al., 2002)
´www.swis.orgBUT- May miss a number of students´ One study found that 35% of students who
qualified as at risk on SSBD did not have multiple ODRs (Walker, Cheney, Stage, & Blum, 2005)
´ May not identify students with many minors but few majors
´ May not reflect that some teachers refer students to the office and some do not
8/2/16
35
Systematic Screening for Behavior Disorders (SSBD) Grades K-9
Multiple gate screening process:Child’s risk profile based on teacher ratingStage I: Top 3 students ranked on externalizing behaviors
Top 3 students ranked on internalizing behaviors
Stage II: Critical Events Checklist Combined Frequency Index- (social adjustment and maladjustment checklists)
Stage III: Interval Observation in classroom and on playground
Scores are compared to national norms to determine level of risk
https://pacificnwpublish.com/products/SSBD-Online.html
Multiple Gating Procedure (Severson et al. 2007)
Teachers Rank Order 3 Ext. & 3 Int. Students
Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales
Gate 1
Gate 2
Pass Gate 1
Classroom & Playground Observations
Gate 3Pass Gate 2
Tier 2,3Intervention
Tier 3 Intervention or Special Ed. Referral
8/2/16
36
2009, Bridget Walker, Ph.D. © 2009 Bridget Walker, Ph.D.
Kdg A Sam Spade
Kdg B Frederico Latica Charles Brown
Grade 1 A Lina Ruis Char Beyer Rana Wilcox Renny Linquist
Grade 1 B Jack Jonson
Grade 2 A Kim Signorelli Mike Majewski
Grade 2 B Lin Wu Monico Leon
Grade 3 A Howard Muscott Doug Cheney
Grade 3 B Peggy Hunt Pat Harrington
Grade 4 B Tim Leary Peppermint Patty
Grade 5 A Scott Stage
Grade 5 B Kelli Jane Paula Seabright
Grade 6 A Alex Tapps Shin Ji Lauren Anderson Dave Drobek Jerome Garcia
Grade 6 B Robert Weir Chris Norman Kate Davis Dennis Chipp Rashan Lincoln
•! Names listed in blue are students who have been identified by SE screener.
•! Names listed in red are students who have been identified only with academic issues
•! Names in green are students who have been identified by both academic and SE screening
•! The Support team is meeting to determine ways to allocate appropriate supports for each class.
Sample List of Students Identified Through Schoolwide Screening
How could this information help you determine where your limited support resources should focus?
8/2/16
37
Overview of Student Risk Screening Using SSRS- IE
https://youtu.be/ali98QoPVKA
Issues with Implementation 1: Staff Training and Implementation
For effective screening to occur leadership teams must consider:
´ Identify screening tool that matches context and needs of school/district
´ Can you assure it will be implemented consistently and with fidelity to the instructions and process?
´ General training in behavioral and mental health issues that improves teachers’ understanding of the purpose and content of the screening process, provided prior to implementation (e.g. internalizing vs. externalizing behaviors) as well as potential concerns and misconceptions (Severson, Walker, Hope-Doolittle, Kratchowill & Gresham, 2007)
8/2/16
38
Issues with Implementation 2: Informed Consent, Student Privacy
´Determine threshold for specific informed consent in your district/community´Minimum includes; parents clearly informed
as part of schoolwide academic/social screening, use of passive consent process for screening, outline confidentiality policy and follow up procedures for students who are identified as at-risk, no interventions at that level without informed parental consent
´ Establish procedure to protect student privacy throughout the process
´ Review confidentiality guidelines and follow up procedures with staff
Two Websites to Explore and Share with Colleagues and Review Content
http://www.ci3t.org/about
www.pbis.org
8/2/16
39
Team Planning´ Review Tier 2 Action Plan on on pages 19-25 of the
packet´ Where is your school in the context of
implementing Tier 2 systems?´ What steps will you take to initiate or further
sustain Tier 2 interventions? ´ What data will you be using to monitor
effectiveness?´ What issues/practices need to be addressed?´ Where is your school or district in terms of
readiness for comprehensive screening?´ How can adding a screening process support
the needs of students in your school?´ Let me know if you have questions
Some Frequently Used Screening Measures
´ Systematic Screening for Behavior Disorders (Walker & Severson, 1992)
´Originally normed K-6, recently normed for middle school students (Calderella, Young, Richardson & Young, 2008)
´Tiered/Multiple gating procedure´Fully completed in 40-60 minutes
8/2/16
40
Student Risk Screening Scale (Drummond, 1993)
´ Originally normed at elementary level, recently normed at middle and high school (Lane, Kalberg, Parks, & Carter, 2008)´Classroom teacher evaluates and assigns
a frequency-based, Likert rating to each student in the class in relation to seven behavioral criteria (lies, cheats, sneaks, steals, behavior problems, peer rejections, low achievement, negative attitude, and aggressive behavior)
´Score indicates the level of risk (low, medium, high)
Brief Academic Competence Evaluation Scales System (BACESS; Elliott, Huai, Roach, 2007)
´ Intended to be a universal screener (cover both academic and academic “enabling” behaviors)´ Phase 1: Criterion referenced Academic Screening
used on ALL students´ Phase 2: 10 items five academic and five academic
enabling behaviors rating of students who passed through phase 1 (from ACES)
´ Phase 3: Teachers complete the entire ACES measure for students with specific cut score (less than 26)
´ Academic Competency Evaluation Scale (ACES; DiPerna and Elliott,1999, 2000) is normed K-12, with teacher forms and student forms for grades 3-12.
8/2/16
41
BASC- Behavior and Emotional Screening Scale (Pearson Publications)
´ Based on BASC by Reynolds & Kamphaus, 2002
´ Universal screener with norms for preschool & K-12,
´ Includes teacher, parent, and self-rating forms grades 3-12. 3-5 minutes per form. Completed on all students in class
´ Hand scored and scannable forms, ASSIST software available
´ Provides comprehensive summary of student scores and teacher ratings across the school
