PowerPoint Presentation · PDF fileSlide source: Kathleen Lane Ph.D., ... Problem Solving: Improving Decision-Making Problem Solution From To Problem Problem Solving Solution Information

Kelcey Schmitz, MSEd

July 18 – 19, 2016

Implementing Progress Monitoring for Behavior in

a Multi-Tiered System of Support

New Mexico RDA Conference

July 18 – 19, 2016

Kelcey Schmitz, MSEd @kelceyschmitz

New Mexico’s Three-tiered Model

Weekly or

monthly

Daily or several

times/week

What is Progress Monitoring?“the formal, scientific-based process of assessing student progress or performance – in areas in which the student is identified by universal screening assessment data as being at risk for failure – and evaluating the effectiveness of instruction.

…

PM is a specific RtI component for students not progressing as expected and can be distinguished from the the informal process of monitoring student progress in which teachers are constantly involved for students who are progressing as expected.”

Progress Monitoring

• Informs staff of student growth in demonstrating acceptable behavior/social skills

• Communicate to parents and students what is expected

• Make timely decisions

• IEP teams use data for decision making

1. Is the intervention working?

2. Does the effectiveness of the intervention warrant

continued, increased, or decreased support?

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAM

General educator, special

educator, reading specialist, Title I,

school psychologist, etc.

General educator, special educator,

behavior specialist, Title I, school

psychologist, etc.

UNIVERSAL

SCREENINGCurriculum based measurement SSBD, record review, gating

PROGRESS

MONITORINGCurriculum based measurement

Discipline referral, suspensions,

behavior incidents, precision teaching

EFFECTIVE

INTERVENTIONS

5-specific reading skills: phonemic

awareness, phonics, fluency,

vocabulary, comprehension

Direct social skills instruction, positive

reinforcement, token economy, active

supervision, behavioral contracting,

group contingency management,

function-based support, self-

management

DECISION

MAKING RULESCore, strategic, intensive Primary, secondary, tertiary tiers

Progress Monitoring Elements

Multi-tiered System of Support (RTI,

PBIS)

Core instruction implemented with

fidelity

S.M.A.R.T. (Specific, Measureable,

Achievable, Relevant Time-bound) goals

Data-Based Decision Making

Valid and reliable measures

Fidelity and social validity

Tiered interventions connected to core

instruction Communication

Multi-level assessment (student,

group, building, district)

Goal: Reverse Harm

Specialized Group Systems

for Students At-Risk

Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3)

Secondary Prevention (Tier 2)

Primary Prevention (Tier 1)

≈

≈

≈

PBIS Framework

Validated Curricula

Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk

Validated Curricula

Slide source: Kathleen Lane Ph.D., University of Kansas

Measure Aug Sept Oct Nov Dec Jan Feb Mar Apr May

School Demographics X X

Screening Measures

Behavior Screeners: X X X

Academic Screeners: X X X

Student Outcome Measures

- Academic

Report Cards X X X

Statewide assessments X

Student Outcome Measures

- BehaviorOffice discipline referrals X X X X X X X X X X

Suspensions/expulsions X X X X X X X X X X

Social

Counseling/Nursing referrals X X X X X X X X X X

Attendance X X X X X X X X X X

Bullying referrals X X X X X X X X X X

Program Measures

Social Validity - PIRS X X

Schoolwide Evaluation Tool (SET) X X

Treatment Integrity X X

Elementary Assessment Schedule


Assessment Used Which students and

grades

Decision Rules or Cut Points

Areas Assessed

Who is responsible for administration

Universal Screening Assessment

Progress Monitoring of Secondary (Tier 2) and Tertiary (Tier 3) Intervention

Diagnostic Processes and Assessments

Outcome AssessmentsAssessment Used Which

Students & Grades

Alignment to State Curriculum Standards

Areas Assessed

Who is responsible for administration

Comprehensive Assessment Plan

MTSS: CI3T II 2014-2015 9

Organize your evidence-based practices (interventions, events, strategies) with the following…

1. Clear Description2. Entry Criteria3. Progress Monitoring4. Exit Criteria

to allow for rapid access and transparency.

– don’t make the kid wait for what she needs because the SYSTEM hasn’t been set up yet.


Tertiary (Tier 3) Intervention GridSupport Description School-wide

Data:

Entry

Criteria

Data to

Monitor

Progress

Exit

Criteria

Functional

Behavioral

Assessment and

Intervention

Plan

(Functional

Assessment-

based

Intervention)

Behavior Specialists

work with school-site

team to design an

individualized

intervention to teach the

students a functionally-

equivalent replacement

behavior and reduce an

undesirable target

behavior.

Students who are

nonresponsive to

primary

prevention efforts

and at least one

secondary

intervention

(provided both are

implemented with

integrity)

Students scoring

in the high risk

category in Winter

and Spring

Target behavior

Replacement

behavior

Treatment

integrity

Social Validity

Increases in

replacement

behavior

Decreases in

target behavior.


Problem Solving:

Improving Decision-Making

Problem SolutionFrom

To Problem

Problem

SolvingSolution

Information

(Data)

Implement

Solution with

High Integrity

Identify

Goal for Change

Identify Problem

with

Precision

Monitor Impact

of Solution and

Compare against Goal

Make Summative

Evaluation

Decision

Meeting

Foundations

Team-Initiated

Problem Solving

(TIPS II) Model

Identify

Solution and

Create

Implementation

Plan with

Contextual Fit

Collect and

Use Data

What, Who, When, Where,

and Why?

How do we want the

problem to change?

What are we going to

do to bring about

desired change?Did we implement

with fidelity?

Has the problem

been solved?

What next?

Todd, A. W., Newton, J.

S., Algozzine, K., Horner,

R. H., Algozzine, B., &

Cusumano, D. L. (2013).

The Team Initiated

Problem Solving (TIPS II).

Eugene, OR: University of

Oregon, Educational and

Community Supports.

www.TIPS2info.blogspot.com

Reflection and Discussion

of System

Does your school or district have a multi-tiered

framework in place for behavior? Academics?

Both?

– Where are you in implementation?

– Strengths? Challenges?

Process for Effectively Implementing

Advanced Tier Interventions

Identify student in need and operationally define target behavior & replacement

behavior

Function-based assessment (brief or

complex)

Match student

need/function

to intervention

Determine Goal

(S.M.A.R.T.)

Social validity (what do the staff & students

think of the intervention)

Collect baseline data

Fidelity measures

Progress monitor –review data,

analyze, decision rules

Continue or adjust (fade/intensity) intervention &

communicate results

K. Schmitz, 2016

Intervention

begins

Goal

Reached!

Team determines next steps

Visual analysis of graphed data & other data sources to make decisions

Graph data

Input data

Collect data during intervention phase


Identify tool

Identify individual to collect data

Progress Monitoring Steps

Univ

ersa

l S

cree

nin

g v

s. P

rog

ress

Mo

nit

ori

ng Universal Screening:

• All students

• Brief administrations 3

times per year (+)

• Suggests “At-Risk” for

small group

• Determines success of

Tier 1

Student Progress

Monitoring:

• Students receiving

interventions

• Repeated measures

(weekly/monthly)

• Sensitive to small change

• Determines progress

Slide credit: Greg Govan, RTI Coordinator, Olympia Public School District, Olympia, WA

Measure Authors Ordering Information

Systematic Screener for Behavior

Disorders (SSBD 2nd Ed.)

(SSBD; Walker,

Severson, & Feil,

2014)

Available for purchase from

Pacific Northwest Publishing

Student Risk Screening Scale

(SRSS)

Drummond (1994) Free Access

Student Risk Screening Scale –

Internalizing Externalizing

(SRSS-IE)

Lane & Menzies,

(2009)

Free Access

Strengths and Difficulties

Questionnaire (SDQ)

Goodman (1997) Free Access online at

http://www.sdqinfo.com/

*unless you create your own system

BASCTM2Behavior and Emotional

Screening System (BASC-2TM-

BESS)

Kamphaus &

Reynolds (2007)


Pearson/ PsychCorp

Social Skills Improvement System

– Performance Screening Guide

(SSiS-PSG)

Elliott & Gresham

(2007)


Pearson/ PsychCorp


http://www.sdqinfo.com/

Student Name Grade Level

Student Risk Screening

Scale (SRSS)

Student Internalizing

Behavior Scale (SIBS)

Office Discipline

Referrals (ODRs) Attendance

Tony

Bennett 3 3 Low Risk 13 High Risk

Moderate

Risk 4 Low Risk 8%

Bruce Lee 1 21 High Risk 3 Low Risk Low Risk 1

Moderate

Risk 12%

Tom Brady 5 18 High Risk 5

Moderate

Risk High Risk 8 Low 4%

- Existing Data

• Office discipline referrals (ODRs)

• Attendance

• Grades

• Counseling referrals

• Nurses visits

• Teacher/parent nominations

- Screening Data

• Student Risk Screening Scale (SRSS; Drummond, 1994)

• Student Internalizing Behavior Screener (SIBS; Cook et al., 2010)

Data to Identify Students in Need of

More Support

Determining Function-

Simple to Comprehensive

Individualized

Targeted

Universal

Simple team-driven assessment and

intervention strategies aimed at students with

mild to moderate behavior. Less-intrusive

process.

Predict common problems and develop

interventions at the school level.

Complex, time-consuming, and rigorous process

focused on students with chronic, intensive behavior

problems who didn’t respond to other interventions.

Led by a behavioral expert.

Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training

Manual for School-Based Personnel. Portland, OR: Portland State University.

Basic Steps of the

Functional Assessment Process

Step 1• Describe the problem behavior (dead man’s & stranger tests)

Step 2

• Identify the events, times, and situations that predict when problem behaviors both occur and do not occur

Step 3• Identify the consequences that maintain the problem behavior

Step 4

• Develop a hypothesis (summary statement) about why the student(s) appears to engage in the problem behavior and when the problem behavior is more likely/less likely to occur

Step 5• Confirm the hypothesis using by observing

A Good Hypothesis Statement Looks

Like…

Setting Event

TriggeringEvent or

Antecedent

Problem Behavior

MaintainingConsequence

THE FUNCTION“Obtain” or

“Escape”

Example: When asked to work independently, Mick makes

inappropriate comments like “this is stupid, you can’t make me do

this” and the teacher sends Mick to the hall to calm down. Mick is

more likely to make these types of comments on Mondays.

Missouri Schoolwide Positive Behavior Support (2016). Missouri Schoolwide Positive Behavior Support Tier 2 Team

Workbook.

Universal Behavior Screener

Score

Standard Protocol

Tier 2 Interventions

SRSS

Moderate – High(individual schools develop additional entry & exit

criteria)

Check-In/Check-Out (CICO)For Externalizers

SIBS

Moderate – High (individual schools develop additional entry & exit

criteria)

Check-In/Check-Out (CICO) for Internalizers

Brief Functional Behavioral Assessment

Intensify Supports

Student Identification and Connecting to Supports

Modification of Standard Protocol Interventions

Progress Monitoring:

Fade Supports or Increase

Intensity and Individualization

for Students with Questionable

or Poor Responses to Standard

Protocol Interventions

If Tier 1 school-wide and class-wide practices are implemented with fidelity, then…

Fade Supports – Return to Tier 1 Conditions

K. Schmitz, 2016

Student Name Grade Level

Student Risk Screening

Scale (SRSS)

Student Internalizing

Behavior Scale (SIBS)

Office Discipline Referrals

(ODRs) Attendance

Tony Bennett 3 3 Low Risk 13 High Risk Moderate Risk 4 Low Risk 8%

Bruce Lee 1 21 High Risk 3 Low Risk Low Risk 1

Moderate

Risk 12%

Tom Brady 5 18 High Risk 5

Moderate

Risk High Risk 8 Low 4%

Range of Tier 2 Interventions

Simple FBA –Function-based Interventions

Standard Protocol

Small Group Interventions

Low-intensity Strategies

Opportunities to

Respond

Pre-correction

Instructional Choice

Active Supervision

CICO

Social Skills

Group

Homework Club

Check and

Connect

K. Schmitz, 2016

Check-In/Check-Out

• Research supported practice

– Decreases problem behavior

– Effective for 60-75% of second tier, at-risk students

– Schools can successfully implement

– Less effective for students who do not find adult attention reinforcing

– Can be used as Tier 2 or Tier 3 support

– Use of Functional Behavior Assessment can enhance success

(Crone, Hawken & Horner, 2010, p. 11)

Student Recommended for BEP/CICO

BEP/CICO Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in/DPR

Pick-up

BEP CoordinatorSummarizes Data

For Decision Making

Bi-weekly BEP Meetingto Assess Student

Progress

Exit Program

ReviseProgram

BEP-CICO Implementation

Process

Crone, D. A., Horner, R. H., & Hawken, L. S. (2010). Responding to problem behavior in schools: The

behavior education program (2nd ed.). New York, NY: Guilford Press.

CICO Record

Name: ____________________________ Date: ______________

0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

Before

Recess

0 1 2 0 1 2 0 1 2

Before

Lunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

FBA – Systematic process for gathering information

• Indirect Assessment – FACTS (Functional Assessment Checklist for Teachers and Staff)

– Motivation Assessment Scale (MAS; Durand & Crimmins, 1992)

– The Functional Assessment Interview Form (FAI; O’Neill et al., 1997)

– The Student-Directed Functional Assessment Interview Form (SDFAI; O’Neill et al., 1997)

– Record Review

• Direct Assessment – ABC (Antecedent, Behavior, Consequence) Observation Form

– Scatter Plot

– Functional Assessment Observation Recording Form

http://www.kipbs.org/new_kipbs/fsi/behavassess.html

http://www.kipbs.org/new_kipbs/fsi/behavassess.html

Function-Based Intervention Decision Model

Umbreit, J., Ferro, J., Liaison, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N. J.: Prentice-Hall.

Conduct FBA

Can the student perform

the replacement

behavior?

Do antecedent

conditions represent

effective practice?

Do antecedent

conditions represent

effective practices?

Method 1: Teach

the replacement

behavior

Method 2:

Improve the

environment

Method 3: Adjust

the contingencies

Method 1 & 2: Teach the

replacement behavior

and Improve the

Environment

YES

NO

YES

NO

Select Replacement Behavior

NO

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/

eliminate

setting

events

Add relevant

& remove

irrelevant

triggers

Teach

alternative

that is more

efficient

Add effective &

& remove

ineffective

reinforcers

1. 2.3.4.

5. 6.

7.

Competing Behavior Diagram

(CBD)

Setting Event

Interventions

Antecedent

Interventions

New Skills Consequence

Interventions

Minimize or eliminate the likelihood

of setting event

Intervene medically to minimize

physiological setting events

Change the expectations for an individual

on the days that the setting events occurs

Neutralize the effects of the setting events

Increase prompts for appropriate behavior

Increase the value of reinforcement for

positive behaviors

Promote positive interactions and

communication with others

Provide access to preferred activities

before antecedent

Provide pre-correction & prompting

Provide reinforcement for positive

behavior

Promote activities that foster positive

communication/social skills

The goal of most of antecedent

interventions is to reduce the

future occurrence of problem

behavior.

Eliminate the event altogether and then

fade in task over time

Make the task less aversive by

changing how it is presented or

making it easier

Be less directive

Transition warnings

Modifying tasks

Providing additional supports

Making tasks more meaningful

Ensure adequate reinforcement

Enriching environment or activity

Identify a desirable and

replacement behavior w/

same function as the

problem behavior

Both the desired and

replacement behaviors must

be perceived by the

individual as more efficient

when compared to the

problem behavior

Teach/shape replacement

and desired behaviors (may

require structured teaching)

Extinction: involves

withdrawing or terminating

reinforcement that maintains

problem behavior

Includes strategies like ignoring

problem behavior

Intervene early before problem

behaviors increase in intensity (we

often ignore early signs that are

not as problematic and respond to

serious problems)

Redirect person early in the chain

of problem behaviors

Minimize reinforcement for

problem behavior & increased

reinforcement for desirable

behavior,

Avoid engaging in coercive

interactions; instead, redirect the

individual toward an alternative

response

Develop crisis management

strategies to ensure the safety of

the individual and those in his or

her environment

Bryan’s Competing Behavior

Diagram

35

Setting EventFatigue

High/Low Blood

Sugar

Difficult curriculum

AntecedentWorking on

paper/pencil tasks

Transitions

Demands/requests

Desired BehaviorComplies within 10

seconds

Problem Behavior

Falling to the floor,

wandering away, saying

“no”

Replacement behavior

Ask for time before non-

preferred activity-“please

give me a minute”

Maintaining

Consequence

Escape/avoid task or

person

Function

Sets the stage

Triggers behavior

K. Schmitz, 2010

Bryan’s Interventions

36

Setting Event

Interventions

Antecedent

Interventions

Teaching New

Skills

Consequence

Interventions

Monitor blood sugar

throughout the day

Make sure he is

getting adequate sleep

(if not, parents will let

the school know)

Provide more breaks

throughout the day

Have him be either

first or last in the line

Provide a task while

waiting in line

Decrease the

number of

demands/requests

Reduce number of

transitions

occurring

throughout the day

Provide choices

“Which 5 problems

do you want to

work on?”

Prompt new skill -

(ask for a minute)

Teach to ask for

more time with

preferred activity,

“two minutes

please”

Establish reward

system that

acknowledges when

replacement behavior

is exhibited.

If he says “No”,

prompt replacement

behavior

(“Remember you can

ask for a minute”).

Do not interact

verbally or barter

when he engages in

problem behavior.

HAWK Report

Date ________ Student _______________Teacher___________________

0 = Not Yet

1= Good

2= Excellent

Be Safe Be

Respectful

Be Your Personal Best Teacher

initials

Keep hands,

feet, and objects

to self

Ask for two

minutes

Follow

directions

Working in

class

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2 0 1 2

Total Points =

Points Possible = 50

Today ______________% Goal ______________%

Social Validity

• Social significance– The value recipients place on the goals and specific behaviors

target for intervention

– Do benefits of intervention outweigh costs?

• Social acceptability– Is treatment appropriate for the problem behavior?

– Is it fair and reasonable? Or is it intrusive?

– Is it something the treatment agent wants to do?

• Social importance of effects– Does change have habilitative validity? (Hawkins, 1991)

– Is new behavior functional and acceptable?


Intervention

Rating

Profile-15

Pre/Post


http://www.ci3t.org/measures

http://www.ci3t.org/measures

Children’s

Intervention Rating

Profile

Pre/Post


Student Level

Progress Monitoring Tools

Systematic Direct

Observations (SDOs)

Direct Behavior Ratings (DBRs)

Office Discipline Referrals (ODRs)

Behavior Rating Scales

Cook, C. R., Volpe, R. J., & Delport, J. (2013). A review of systematic monitoring in EBD: The promise of change sensitive brief behavior rating

scales. In H. W. Walker & F. M. Gresham (Eds.). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in

schools (pp. 211-228). New York: Guilford.

Direct Observation

• Operationally define target behavior and

replacement behavior (e.g., “dead-man” and

“stranger” tests)

• Select behavioral dimension (e.g., event or time-

based)

• Collect Data (IOA)

• Summarize Data and Graph

• Time intensive

Dimensions of Behavior

Event –Based

Frequency: The number of times a response occurs

https://vimeo.com/154404106

Rate: The number of times a response occurs within a given period of time or per opportunity

Duration: The length of time the response occurs

Latency: The length of time that elapses between the antecedent and response

Time-based

Whole/Partial Interval:

Momentary Time Sampling:

Other

Force/Intensity: the degree to which the behavior occurs



SCOA app $2.99https://vimeo.com/72281291



Workbook.

Direct Behavior Ratings

• Rating behavior after routine/period

• Combine both SDO and Behavior Rating Scale

• A.K.A. – Home-school note, Behavior report card, Daily

progress report, CICO card

• Time and resource efficientSafe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

Before

Recess

0 1 2 0 1 2 0 1 2

Before

Lunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

www.directbehaviorratings.org

http://www.directbehaviorratings.org

Office Discipline Referrals

• Behaviors have high relevancy

for teachers

• May not be useful for students

with internalizing behaviors

• May not be sensitive enough to

measure change

Brief Behavior Rating Scales

• Indirect

• Address both social skills and problem behaviors (select tool that corresponds with main student behavior)

• Multiple raters (teacher, parent, student)

• Most widely used by school psychologists

• Few studies

• Change-sensitive rating scales

• Child Behavior Checklist (CBCL: Achenback, 1991)

• Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997) www.sdqinfo.org

• IOWA Conners Teacher Rating Scale (Loney & Milich, 1982) 10 items

http://www.sdqinfo.org

Graphic Displays and Visual Analysis

• Display performance and evaluate instruction effectiveness

• Data are easier to interpret and understand in visual format

• Easy to learn

• Line graphs, bar graphs, cumulative records, scatterplots

• Hand graph, excel, web-based

x axis

y axis Phase line

• Trend – direction taken by data

– Increasing

– Decreasing

– Zero

• Level

– Position from the y-axis

• Stability

- Little to no movement (narrow range between data points)

• Variability

– Considerable movement (data points are inconsistent)

Low

High

Med

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10

Pe

rce

nta

ge

Weeks

Weekly CICO Average Points

Score

Aim Score

Linear (Score )

Trend Line

Data Management

What is your system for data management for individual student and/or program level?

– SWIS (www.pbisapps.org ) $$

– AIMSweb $$

– eDBRC - Free

– Advanced Tiers Spreadsheet – MOSWPBS - Free

– Google Docs – Free

– NCII- DBR Graphing Template - Free

– Intervention Central: Chart Dog - Free

– Excel – Free with Microsoft Office

http://www.pbisapps.org

Aim Line

• Indicates desired progress

– Criteria from objective/goal

– Date of desired mastery

• Data Decision Rules created relative to the Aim Line (determined prior to start of intervention)

If data fall below the aim line for three consecutive

days, begin alternative intervention

Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx

Time

Beh

avio

rBaseline Intervention

*

Place the Aim Star

Desired time line

Steps:

1. Place “aim star” at objective criteria and time point

2. Using ONLY the last three days of baseline data, calculate the mid-date and mid-rate

3. Connect intersection to aim star


Time

Beh

avio


*

Mid-Date & Mid-Rate Last 3 Points

Steps:

2. Using ONLY the last three days of baseline data, calculate the mid-date and mid-rate3. Connect intersection to aim star


Time

Beh

avio


*

Draw the Aim Line

3. Connect intersection to aim star


Decision Rule: If a student’s DPR score is 80% or higher for 2 consecutive weeks, the team

will begin to fade elements.

Date Baseline

Interventio

n

Aim

Score

Week 1 20

Week 2 22

Week 3 41 50

Week 4 40 60

Week 5 63 70

Week 6 79 80

Week 7 80 80

Week 8 84 80

Week 9 83 80

Week 10 80 80

0

10

20

30

40

50

60

70

80

90

100

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Per

cen

tag

e

Weeks

Weekly CICO Avg.

Baseline

Intervention

Aim Score

Linear (Intervention)

InterventionBaseline

•Significantly below aim line

•Trend line flatter than aim line

•Trend & aim gap widening

• Trend line steeper than aim line (6-8 consecutive data points above aim line)

• Ascending trend line –but not on pace to reach goal

• Below, but parallel to aim line (wait 3-5 more data points)

• Hovering near aim line

• Gap btwnaim and trend is closing

Make no change –

continue with current goal

Change goal date

Step back -teach pre-

requisites of task

Move to new skill / new phase of learning


Workbook.

• Stay as is

– < 6 weeks of success or upward trend

• Move to self-management

– > 6 weeks of success or upward trend

• Move to more intense support

– 2 weeks without improvement

• Graduate off CICO

– 4 – 6 weeks success on self-management

Sample Decision Rules for

Check in/Check out

Time

Beh

avio


*

Data Decisions Example 1

Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40,

41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx

Time

Beh

avio


*


*

Change Timeline



Time

Beh

avio


*


Move to next objective

Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38,

39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-

Monitoring.pptx

Time

Beh

avio


*


“Step back”Teach Pre-requisite orEasier version of Skill



www.pbisapps.org

“An effective intervention is one thing. An

effective implementation of an effective

intervention is another.”

- Dean Fixsen, 2008

• Do the learning conditions reflect best classroom practices?– Tier 1 classroom practices implemented with fidelity.

– “You can’t intervene yourself out of a crappy core.”

• Tiered intervention implemented with fidelity?– Degree to which the program is implemented as intended, including

quality of implementation

– Fidelity = Consistency, Accuracy, Integrity

– STAYING TRUE TO THE MODEL!

Before interpreting results ask…

CICO

Teacher

Fidelity

Checklist

Kansas Institute for Positive Behavior Support

Monday Tuesday Wednesday Thursday Friday

Antecedent A1 Did he use chair during rug time?

A2 Did he use the modified dot form?

A3

Did I help him assess which dot best

represented his behavior?

Reinforcement R1

If he met the criteria, did he choose

something from the choice menu?

R2

If he chose koosh ball, did he get

access to it?

R3

If he chose a break card, did he get to

use it?

R4

If he chose a PBS ticket, did he get it

accompanied by praise?

R5

If he made 4/5 green dots, did he

receive $.15?

Extinction E1

If he was off-task, did I give him just

one verbal prompt, model, and

provide guidance?

E2

When he was off-task, did I ensure

that he stayed in the room and

attempted to complete the task?

Teacher initials

Comments

Treatment Fidelity Checklist



Workbook.


Workbook.

Was information on the plan implementation brought to the meeting?

Were graphed PM data brought to the meeting?

Based on PM data and decision rules is student making progress? If not, did you rule out

Quality of intervention implementation

Student attendance and engagement

PM tool sensitivity

When making changes did team revisit hypothesis and determine if new diagnostic or FA data are needed? If so, are they documented in the plan with the person responsible for collecting this information

If plan was adapted did the team identify EBP aligned with recent data –driven hypothesis on student needs?

Are changes in intervention data collection plans documented?

Is there a plan for providing updates on student progress and changes to the student’s plan to staff, parents and students?

Is there a date for the next meeting to review implementation and student progress?

Individual Student

Progress Monitoring

Meeting

National Center on Intensive Intervention. (2015). Student-Level DBI Implementation Checklist. Retrieved from

http://www.intensiveintervention.org/sites/default/files/Student-Level_DBI_Checklist_508.pdf

• # of students participating in universal behavior screening (total, race/ethnicity, gender, grade, free/reduced lunch)

• # of youth participating with the greatest need for support by race/ethnicity, gender, grade, free/reduced lunch

• # of students connected to and receiving Tier 2/3 interventions

• # of youth responding positively to each advanced tier program

• Implementation fidelity (program & student level)– Tiered Fidelity Inventory (TFI)

– Benchmarks for Advanced Tiers (BAT)

– CICO/Social Skills/Mentoring/Check and Connect System Fidelity Tools

Monitoring & Evaluating Progress at the

Building and District Level

Process for Effectively Implementing

Advanced Tier Interventions

Identify student in need and operationally define target behavior & replacement

behavior

Function-based assessment (brief or

complex)

Match student

need/function

to intervention

Determine Goal

(S.M.A.R.T)

Social validity (what do the staff & students

think of the intervention)


Fidelity measures

Progress monitor –review data,

analyze, decision rules

Continue or adjust (fade/intensity) intervention &

communicate results

K. Schmitz, 2016

Intervention

begins

Goal

Reached!

ResourcesNM RtI Manual

http://ped.state.nm.us/ped/RtI_index.html

National Center for Intensive Intervention (NCII)

www.intensiveintervention.org

OSEP TA Center for PBIS

www.pbis.org

Association for Positive Behavior Support (APBS)

www.apbs.org

Missouri SWPBS

http://pbismissouri.org/

CI3T (Lane & Oakes)

www.ci3t.org

Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) http://miblsi.cenmi.org

Team Initiated Problem Solving (TIPS II Model)

www.TIPSIIinfo.blogspot.com

Additional New Mexico Resources:

Resources and Forms

http://ped.state.nm.us/ped/RtI_Resources.html

Discipline Manualhttp://ped.state.nm.us/ped/SEBdocuments/technical/StudentDiscipline.pdf

Behavior Guide

http://ped.state.nm.us/RtI/dl10/Addressing%20Student%20Behavior%20Guide%202010.pdf

http://ped.state.nm.us/ped/RtI_index.html

http://www.intensiveintervention.org

http://www.pbis.org

http://www.apbs.org

http://pbismissouri.org/

http://www.ci3t.org

http://miblsi.cenmi.org

http://www.TIPSIIinfo.blogspot.com

http://ped.state.nm.us/ped/RtI_Resources.html

http://ped.state.nm.us/ped/SEBdocuments/technical/StudentDiscipline.pdf

http://ped.state.nm.us/RtI/dl10/Addressing Student Behavior Guide 2010.pdf

Co

nfe

ren

ces • TECBD, Tempe, AZ, 2016

• PBIS Leadership Forum, Chicago, October 2016

• MSLBD, Kansas City, MO, February 2017

• Association for Positive Behavior Support, Denver, March

2017

• MOSWPBS Summer Institute, Osage Beach, MO, June

2017

@TheNCII

@KathleenLane15

@NanciJohnson2

@MSLBD1

@_kentmc

@MOSWPBS

@CollabLearSol

@DrChrisHubbuch

@KeelieStucker

@BarefootBehavior

www.pbischat.com

So

cial Med

ia

Referen

ces Alberto, P. A., & Troutman, AC. (2006). Applied behavior analysis for teachers (7th ed.). Englewood

Cliffs, NJ: Merrill/Prentice-Hall.

Cook, C. R., Volpe, R. J., & Delport, J. (2013). A review of systematic monitoring in EBD: The promise of change sensitive brief behavior rating scales. In H. W. Walker & F. M. Gresham (Eds.). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools (pp. 211-228). New York: Guilford.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2010). Responding to problem behavior in schools: The behavior education program (2nd ed.). New York, NY: Guilford Press.

Hunley, S., and McNamara, K (2010) Tier 3 of the RTI Model Problem Solving Through a Case Study Approach Thousand Oaks, CA: Corwin and Bethesda, MD: National Association of School Psychologists.

Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From pre- school to high school. New York, NY: Guilford Press.

Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training Manual for School- Based Personnel. Portland, OR: Portland State University.

National Center on Intensive Intervention. (2013b). Introduction to data-based individualization (DBI): Considerations for Implementation in academics and behavior. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention.

National Center on Intensive Intervention. (2015). Student-Level DBI Implementation Checklist. Retrieved from http://www.intensiveintervention.org/sites/default/files/Student-Level_DBI_Checklist_508.pdf

Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II). Eugene, OR: University of Oregon

Umbreit, J., Ferro, J., Liaison, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N. J.: Prentice-Hall.

Vannest, K., Burke. M., & Adiguzel, T. (2006). Electronic Daily Behavior Report Card (e-DBRC): A web based system for progress monitoring (Beta Version) [Web-based application]. College Station, TX: Texas A&M University. Retrieved June 23, 2016. Available from http://e-dbrc.tamu.edu/

Contact Information:

Kelcey Schmitz – [email protected]

@kelceyschmitz

mailto:[email protected]

Documents

PowerPoint Presentation · PDF fileSlide source: Kathleen Lane Ph.D., ... Problem Solving: Improving Decision-Making Problem Solution From To Problem Problem Solving Solution Information