Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June

Taking Tier II Targeted Positive Behavior Support to the Next Level:

A Presentation for Tier II Teams at the BEST Summer Institute , Killington, VT

June 25-28, 2012

Howard Muscott, Ed.D. & Eric Mann, LICSWNH Center for Effective Behavioral Interventions & Supports

www.nhcebis.seresc.net [email protected]; [email protected]

Part 1: Nomination & Activation of Students in Need of Tier II Targeted Interventions & Supports

http://www.nhcebis.seresc.net/

mailto:[email protected]


Agenda for Day 1 and 2

1.Welcome, Intros and Preview2.Brief Review of Tier 13.Readiness for Tier 2 Systems4.Building a Tier 2 Team5.Nomination & Activation of Tier 2 Supports

for Studentsa) Teacher Nominationb) Behavioral Indicators and Cut Scoresc) Systematic Screening

6. Post-Screening Process: Activation of Supports

Outcomes for Days 1 and 2

1. To learn the systems features of Tier 2 behavioral supports

2. To learn about how to find the ‘right’ students for Tier 2. Nomination & activation of students at risk using:

1) Systematic Screening

2) Behavioral Indicators and Cut Scores

3) Teacher Nomination/ Responsiveness Inventory

3. To learn a post-screening process for activation of supports

Behavior ExpectationsBegin on time; end on timeCell phones on vibrate/silentIf you need a movement break, take one Be aware of the distractibility of othersRespond quickly to signal for attentionTeam Activities: Select a Facilitator and

Time-KeeperOthers?

Responsiveness to Intervention (RtI)Batsche et al. (2006)

RtI is defined as:

“the practice of providing:

(a) high-quality instruction and interventions matched to student need,

(b) monitoring progress frequently, and (c) applying child response data to important educational decisions.”

Fundamental RtI Philosophy:

When students have met criteria for ‘non-response’ to interventions, it is the intervention that must be changed if likelihood of

achievement is to increase. This applies to academic,

social, emotional and behavioral supports.

Implementing a Systematic Approach:One System -- Not Twenty

1. Multi-tiered continuum of support.2. Data-driven decisions throughout.3. Practices implemented with fidelity

that encourage positive behavior and discourage repetitive concerning behavior.

4. Systems that decrease staff stress and support staff to implement practices with fidelity.

A systematic approach to behavioral support:

Guiding Principle: Social-Emotional Skills and School Achievement are Linked

To improve the academic success of our children, we must also improve their social success.

Academic and social failures are reciprocally and inextricably related.

As a result, systems to support social and emotional skills and literacy should be integrated.

Positive Behavioral Interventions and Supports as Response to Intervention

Muscott & Mann (2007)

PBIS is a systematic framework for improving social, emotional, behavioral and learning outcomes for children in K-12 schools.

PBIS uses a set of evidence-based system-wide and individualized strategies to effectively prevent and respond to problem behavior.

PBIS is a strategic approach in which teams use effective group processes and data-guided decision-making to achieve desired outcomes.

Essential Beliefs of PBIS as RtI for Behavior

1. Belief that it is never too late to support behavior change.

2. Belief that academic and social-emotional successes are interconnected.

3. Belief that behavior should be taught.4. Belief in using science and data to support

practices and decision-making.5. Belief in youth engagement and voice.6. Belief in family engagement and voice.

Which can be embraced by faculty, administration, students, families, and community members

initially with Words which develop into Actions or Behaviors and then become Habits through Practice to ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that

begins with dreams and ideas

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PBIS Support Systems

Outcomes

School-basedIntensive Supports Coordinator

Mann & Muscott (2007; 2010)

Links to Wraparound-NH Facilitation

Links to Community-based

Supports

Links to Regional Multi-Disciplinary

Teams

Intensive Behavior Support Plans and Crisis Intervention

TIER 1: Effective Academic and Social Instruction PracticesSchool-wide and Classroom Behavioral Systems for Prevention and Early Response

Nomination and Activation Procedures including ScreeningHigh Rate Positive Teacher: Student Contacts Effective 2-Way Home-School Communication

TIER 2: Efficient Systematic Interventions (e.g., TCCE; Simple Behavior Plans) for Students Non-Responsive to Tier 1 Supports

Array of Evidence-Based Group InterventionsAddressing Prevalent Functions of Behavior; Available for

Students Non-Responsive to Tier 1 and Early Tier 2 Supports

TIER 3: Individualized Behavior Support Planning(Functional Assessment and Intervention Planning) For Students Non-Responsive to Tier 1 and Tier 2

Supports

Tier 3: School & Community-

BasedIntensive Supports

A 3-Tier Approach

Tier 1, primary prevention, is designed to address the whole population

While applied to the entire student body, the emphasis here is on reaching the approximately 80-90% of students who do not have serious behavior problems or mental health needs

The purpose of universal strategies is to maximize achievement, deter problem behavior, and increase positive peer and adult interactions

Tier 1 Primary Prevention

Universal Approaches

10. Data-Based Decision Making

4. Schoolwide Expectations for

All Locations

3. Communication with Staff and

Families

8. Responding to Problem Behavior

6. Teach Expectations in Locations

7. Recognize Students for

Exhibiting Expected Behaviors

1. Universal Team and Processes


5. Classroom Management

9. Systematic Screening

2. Youth Leadership

A 3-Tier Approach

Tier 2, secondary prevention, is aimed at the roughly 5-10% of students considered at risk for developing behavioral disorders or mental illness.

These students enter school with risk factors and are usually non-responsive to universal (Tier 1) prevention strategies alone.

Team Activity

Who: TeamsWhat: Assess Tier I functioning using

‘Action Plan for Sustainability’Time: 15 minutesReport Out: 5 minutes

“Insanity is engaging in the same process over and over, and expecting different outcomes.”

Albert Einstein

Tier 2 Secondary Prevention Targeted Approaches

A Function-BasedPerspective

7. Data-Based Decision Making 4. Nomination &

ActivationProcesses


Families

6. Targeted Group Interventions

5. Simple Behavior Plans & Function-Based

Perspective


Universal Primary Prevention

District-wideAdministrative Team

1. Tier 2 Problem Solving Team and Processes

2. Aligning Tier 2 Team with System

Understanding Behavior

Before getting into Tier 2 Features, it is important to spend a few minutes on why problem behaviors occur. The next slide won’t cover EVERY reason for

behavioral output, but it explains what underlies most behavioral concerns we see in schools.

At tier 2, it is not about providing higher levels of punishment or aversive consequences, it is about providing the right supports.

3 Big Ideas for Understanding Behavioral Concerns:

1. Skill Deficits

2. Function of Behavior

3. Stress Awareness and Management

22

Skill Deficits

Academic Skill Deficits impact social-emotional functioning.

Social-emotional Skill Deficits impact academic functioning.

Either can be the catalyst to behavioral output.

6-minute Table Discussion:

1. Select a timekeeper and facilitator.

2. Discuss each of the following questions for 3 minutes:

1) How does your school address or attempt to solve academic skill deficits?

2) How does your school address or attempt to solve social-emotional skill deficits?

Be ready for signal for attention.

“ To Get”(gain

access to)

“To Avoid”(escape from)

Attention

Activity/ Task

Tangible

Sensory

Function of Behavior: ‘To Get or Avoid’, that is the question

25

How Would Identifying Function Influence a Behavior Plan?

Example: 3 students consistently disrupt class and are sent to the office:

Jen: Occurs at 10:30; she meets a friend who has a job in the office (Maintained by what ‘function’?)

Chad: Occurs when assigned a writing task; goes to ISS – sits quietly till end of class (Maintained by what ‘function’?)

Joe: Occurs sporadically; spends at least 15 minutes ‘processing’ with Assistant Principal (Maintained by what ‘function’?)

How could knowing function influence behavior support practices with these 3 students?

5-Minute Group Discussion26

STRESSImpacts Behavior 27

Managing StressMann, 2012

Behavioral Output can be seen as the result of:

1. What an individual experiences as stressful (different for everyone).

2. To what degree (volume and intensity) the person’s stressors are present.

3. The person’s skills in stress awareness and stress management.

Presence of Stressors + Stress Management Skill Behavioral Output28

10-minute Table Discussion (Address the following for 5-minutes each)

1. What are possible stressors that children in your school are experiencing?:1) In the classroom.

2) Carrying into school with them.

2. What are some of the stressors that adults are experiencing?

Tier 2 Mantra:‘Urgency plus Patience’

A sense of URGENCY is catalyst for change. If you aren’t feeling anxiety about a need to change or to

improve your approach, you probably won’t.

And PATIENCE is also needed. The development of multi-tiered systems and practices takes time.

Urgency without Patience often leads to failed or false starts, to disappointments, and to loss of energy.

Patience without Urgency often leads to foot-dragging, inaction, complacency, and lack of real change.

With a Patient Approach, A Tier 2 Timeline Could Be:

Summer thru October, 2012 = Organize the team:

Establish Team membership

Establish Team mission

Establish Team process

November thru January, 2012 = Organize systems for student nomination

Design initial interventions (e.g., TCCE; Simple Behavior Plans)

Brainstorm likely Group Interventions

February thru April, 2012 =Pilot initial interventions (e.g., TCCE; Simple Behavior Plans)

Patient Approach Timeline

April thru June, 2012 =Plan and Implement a screening event

Practice a post-screening process

Use the data to inform needs for group interventions

Use data to inform classroom and support configurations for next year

September , 2013 =Be ready with Tier 2 systems and practices

Have systems ready to address individualized plan development for students with intensive/comprehensive needs (Tier 3)

October/November, 2013 =Implement screening or responsiveness inventory; implement post-screening process; activate interventions for 4-6 week Tier 2 sessions for at-risk students.

5-Minute Table Discussion

1. Discuss your reactions to the idea of ‘Urgency and Patience’.

2. What are your thoughts and concerns about having a patient timeline?

Tier 2 Requires:

Expertise Find the ‘right’ students Understand social-emotional skills and

behavior Design and deliver effective interventions

Systems support: Time, Space, PriorityAdministrative and Faculty Commitment

and Involvement

Tier 2: Basic Features

1. Effective Team Process

2. Serve the ‘right’ students

3. Have group interventions ready and implement with fidelity

4. Use data to evidence success

5. Use data to drive decisions

6. Know when supports must be individualized and/or more comprehensive (refer for plan development to folks with expertise)

Tier 2 Team Readiness

1. Tier 1 system is in place.2. Tier 2 Team has full administrative and staff support;

administrator(s) and staff understands team’s purpose.

3. T2 Team is well-constructed: People and Skills.4. Team understands its purpose/mission.5. T2 Team understands function-based perspective.6. T2 Team develops Tier 2 interventions.7. T2 Team is ready coach staff in interventions.8. T2 Team is able to distinguish between students

needing Tier 2 and Tier 3 Supports.

Tier 2Secondary PreventionTargeted Approaches


Muscott & Mann (20079

DATA

SYSTEMS

PRACTICESUniversal Primary

PreventionSAU/District-wide

Administrative Team

1. Tier 2 Team and Processes

A systems approach to meeting the needs of students at risk

Begins with an Effective, Efficient and Representative Team!

Steps for Implementing Tier 2 Systems in PBIS-NH

1. Create a Tier 2 support teama) Membership

b) Identify coach(es)

c) Identify norms and processes

d) Identify Mission

Tier 2 Behavior Support Team Requires

Multiple Forms ofKnowledge

Knowledge aboutthe Setting

Knowledge about Behavioral Theory

Knowledge about the Student

Adapted from Horner (2006)

Knowledge about Data-based

Decision Making

Knowledge about Coaching

Knowledge about Mental Health

Knowledge aboutFamilies

Possible School Roles Represented in a Tier 2 Team(T2 Teams Typically Have 4-6 Members in a small to average sized school;

6-10 members in a larger school)

Administrator Curriculum/Assessment Director General Education Classroom Teachers Special Education Teachers Behavior Specialist/Guidance/Psychologist Reading/Literacy Specialist Title I Coordinator/ELL /ESOL/ Other Specialists Paraeducator

T2 Team

The Tier 2 Team works to efficiently: Identify students non-responsive to Tier 1. Plan efficiently accessed interventions. Quickly activate time-limited interventions for

students. Monitor progress using data. Evaluate effectiveness of interventions. Evaluate the implementation with fidelity of

interventions.

Roles of the Tier 2 Team

1. Lead the Tier 2 system and oversee T2 interventions.2. Develop protocols for nomination to Tier 2 interventions.3. Train, coach, and support staff (as needed) in implementing

4-6 week intervention sessions. 4. Ensure progress monitoring of interventions:

a) Use data to make decisions that inform Tier 2 process.b) Assess fidelity of implementationc) Assess efficacy of interventions.

5. Communicate effectively with key stakeholders (Tier 1 team, teachers, parents, students).

6. Refine and sustain Tier 2 systems using data to drive decisions.

Effective Tier 2 Team Norms and Group Processes

Roles and responsibilities defined Meeting ground rules are

established Agendas are prepared Decision-making is formalized A strategic problem solving

approach is used Action plans with tasks, timelines

and accountability are developed Data are used for decision-making Conflicts are resolved

constructively and professionally

Sample Mission Statements for Targeted Team

To efficiently and effectively match children who have not responded to School-Wide supports to supports more likely to produce successful outcomes

To efficiently and effectively identify students at risk of school failure early and to provide them and the staff who serve them efficient and effective early interventions that lead to successful outcomes

Collaborative Team Process ChecklistMann and Muscott, 2004

Tool to assess team functioning (14 items) Assess status (In place, Partial, Not in Place) Identify Priority (High, Medium, Low) Develop action plan based on priorities Should be completed 2xs a year (Fall, Spring) Team functioning is priority #1!

Differentiated Team Activity

Who: Tier II TeamsWhat: Chose one activity below

Develop a mission statement Assess Tier II Team functioning using

Collaborative Team Checklist

Time: 20 minutesReport Out: None





SAU/District-wideAdministrative Team


What Systems of Support are Already in Place?

Informal SupportsGrade Level Teams, CollaborationsProfessional Learning CommunitiesStudents Support TeamsEducational Service TeamsOthers

System for Behavior and Academic Considerations

Academic Supports (EST) and Social-Emotional Supports may be overseen by the PBIS Targeted (T2) Team OR may be separate teams, but should not be duplicative.

Goal: “Work smarter, not harder!”

What are the Roles of Those Teams and How Do They Align?

For each team or structure, ask …What is the role of that support team?What do I have to do before using the

support team (e.g., has Tier 1 been implemented with fidelity)?

How are students nominated to the support team?

How are supports activated?

Inventory of Informal and Formal Systems to Support Students who do not respond to SW PBIS

Mann & Muscott (2007)Name of System

Support

(STAT; 504

Teacher mentor;

Grade Team; SPED)

Types of Student issues

addressed through this method of support

Process for nomination to the support

(Criteria for nomination; Types of Info provided; How Nomination Occurs)

Expected Outcomes

(What a Teacher Should Expect If Using this Support)

Evidence of Effectiveness? (Does the process achieve expected outcomes /

demonstrated by data?)

Teacher Assistance Team

Academic or Behavior

Concerns

Teacher submits names for weekly TAT meeting

Referral Form

Instructional suggestions & ideas for teacher

Referral to SPED or Guidance for further assessment/ observation

Anecdotal report back fm teacher

Summary form completed by TAT

Teacher Mentor

Academic/Behavior concerns

Informal Process Ideas, suggestions, emotional support

No formal measure

Special Education

Serious Educational Concerns

Referral through Special Ed Dept.; Referral information

Meet with Parent

Evaluation, Team Decision-making, disability determination, individualized planning

AYP

Team Activity

Who: TeamsWhat: Complete Inventory for

Support Teams/ Committees that address student problem-solving (2 or more)

Time: 15 minutesReport Out: Volunteers

Inventory of Informal and Formal Systems to Support Students who do not respond to SW PBIS

Mann & Muscott (2007)Name of System

Support

(STAT; 504

Teacher mentor;

Grade Team; SPED)

Types of Student issues addressed

through this method of support

Process for nomination to the

support

(Criteria for nomination; Types of Info provided; How Nomination

Occurs)

Expected Outcomes

(What a Teacher Should Expect If

Using this Support)

Evidence of Effectiveness? (Does the process achieve expected outcomes / demonstrated

by data?)

Tier 2 Secondary PreventionTargeted Approaches

A Function-BasedPerspective 4. Nomination & Activation

ProcessesMuscott & Mann (2009)

DATA

SYSTEMS

PRACTICESUniversal Primary

PreventionSAU/District-wide

Administrative Team

TABLE DISCUSSION:Finding the ‘Right’ Students for Tier 2

Supports

2 of the biggest challenges for a Tier 2 Team are:

1. Ensuring that you are serving the correct students (non-responsive to T1, but not intensive needs), and

2. Ensuring that you are getting to these students before too much disengagement or lack of social, emotional or academic success.

DISCUSS: 5 Minutes

Activation Pathways to Secondary Tier 2 Systems of Blended Behavior and Academic Support


Systematic Screening

Behavioral Indicators (+ and -)Office Discipline Referrals, Minor

Problem Behavior, Attendance, Tardiness, Nurse Visits, Work

Completion, Following Directions, etc.Academic Indicators

Vocabulary, Comprehension, Decoding, Numeracy, Writing, etc.

Teacher Nomination

Parent Nomination

Responsiveness Inventory

Secondary Systems Activationthrough Team-based Decision Making Process

Students Are Not Responding to Core Curriculum & Tier 1 Systems

5-Minute Table Discussion

What challenges do you foresee in finding the ‘right’ students to address with Tier 2 supports: Students who are non-responsive to Tier 1

BUT not intensive needs.

What challenges do you foresee in reaching these students early enough so that too much disengagement or failure has not occurred?








Teacher Nomination

Parent Nomination




A Systematic Screening Process for Behavior Disorders

What is Screening? Salvia & Ysseldyke (1988)

Screening is an initial stage of assessment in which those who may evidence a particular problem, disorder, disability or disease are sorted out from among the general population.

Individuals who score low on screening measures are considered “at-risk.”

Why Screen for Social-Emotional or Behavioral Concerns?

Kauffman (2001)

To find youth whose problems may not be immediately obvious.

To identify early issues with a high degree of accuracy.Early identification allows for early

intervention.Early intervention may preempt bigger problems.

Why Screen for Behavior Disorders? It’s Costly Not To!

Indicators of problem behaviors are evident in preschoolers and elementary age students

Internalizers are missed with other approaches Schools are the only place where we have

universal access to children Evidenced-based Screening procedures are

recommended by President’s New Freedom Commission, Special Education Task Force, Surgeon General, Safe Schools/Healthy Students.

Universal Screening

Controversy and Challenges

1.There are worries about mandates and family’s rights to privacy. Universal screening has never been required.

Parents should always have the right to opt out

Universal Screening

Controversy and Challenges Ensuring effective and efficient systems to

support fidelity of implementation of screening.

Access to interventions and supports for students found at-risk.

Features of an Evidence-based Screening Practice

Good psychometric properties:Reliability Validity

Screening should report true positives and minimize false negatives

Factors are associated with long term outcomes

Should be efficient to implementLow cost

Sandown North Systematic Screening

Multiple Stage Screening

Stage 1: Teachers rank order students along two dimensions of behavior – internalizing & externalizing; creating 2 lists of students: 1 of internalizers and 1 of externalizers.

Stage 2: Teachers complete the BASC-2 Behavioral Emotional Screening Checklist for the top 3 students on from each list.

Students with elevated scores from the BASC-2:BESS are candidates for the next stage.

Stage 3: Student at elevated risk are nominated to the Tier 2 team for consideration of next steps and possible interventions.

General Procedures

Group administration at a faculty meeting or training takes about 90 minutes to complete Stages One and Two.

Classroom teachers complete Stage One considering all students in their class they have known for at least one month.

A class list is needed with birth dates. Stage 1 takes about 20 minutes.

Stage One: Rank Ordering Students

Evaluate ALL the students in your class on two dimensions of behavior problems:

Externalizing and Internalizing

Systematic Screening for Behavior Disorders

The dimensions of externalizing and internalizing account for nearly all the behavior concerns that underlie child adjustment problems in school and for which students are commonly referred to school psychological services.

AggressionAntisocial actsSocial-skill deficitsHyperactivityLack of attention

AggressionAntisocial actsSocial-skill deficitsHyperactivityLack of attention

ExternalizingExternalizing

SSBD Stage One:Externalizing

Externalizing refers to behavior problems that are directly outwardly toward the external social environment.

Externalizing behavior problems usually involve behavioral excesses (i.e., too much behavior) and are usually considered socially out of place by teachers and other school personnel.

Stage One:Externalizing Behaviors

Displaying aggression towards objects or persons

Forcing the submission of others

Defying the teacher Being out of seat Not complying with

teacher instructions or directives

Arguing Having tantrums Being hyperactive Disturbing Others Stealing Not following

teacher or school-imposed rules

Socially withdrawnSocial skill deficitsAnxious Inhibited

Socially withdrawnSocial skill deficitsAnxious Inhibited

InternalizingInternalizing

SSBD Stage One:Internalizing

Internalizing refers to behavior problems that are directly inwardly (i.e., away from the external social environment).

Internalizing behavior problems frequently involve behavioral deficits (‘less’ behavior) and patterns of social avoidance, and are more likely seen as reflections of anxiety, sadness or low self-esteem.

Stage One:Internalizing Behaviors

Having low or restricted activity levels Not talking with other children Being shy Timid and/or unassertive Avoiding or withdrawing from social situations Preferring to play or spend time alone Acting in a fearful manner Not participating in games or activities Being unresponsive to social initiations by others Not standing up for one’s self.

Implementation Procedures Stage One:Select 10 Externalizers

Select and then Rank Order the 10 students in your class that best match the externalizing behavior(s) description.

Systematic Screening for

Behavior Disorders

Hill Walker Herb Severson

Oregon Research Institute

Stage One: Select and Rank the Internalizers

Then Select and Rank Order the 10 students in your class that best match the internalizing description.

Stage Two: Complete the BASC2:BESS for top3 on each list

Complete the BASC-2:BESS for the top three students identified in each of the externalizing and internalizing lists.

The BASC2:BESS is completed for 6 students total: 3 from ‘externalizing’. 3 from ‘internalizing’.

BASC-2Behavioral and Emotional

Screening System

Randy Kamphaus & Cecil Reynolds Pearson

Publishers

27 Questions – 10 minutesEach item rated Never, Sometimes, Often and Almost Always

After the BASC2-BESS id Done:

BASC2:BESS are scored.Score coincides with a ‘risk’

classification:Not ElevatedElevatedExtremely Elevated

Chamberlain Elementary

School: Systematic Screening

Behavioral Screening Results for Schools Involved in PBIS-NH 2009-10 School Year

School Grades Classes

ScreenedScreen

Enroll-ment

PoolTotal At-

RiskElevated

Risk

Extremely Elevated

Risk

Sandown North Elementary School

K-3rd 16Fall

2009300 285 15% (43)

11% (31)

4% (12)

Chamberlain Elementary School

K-5th 15Winter 2010

380 350 22% (78) 8% (220 14% (50)

Towle Elementary School

5-6th 8Fall

2009160 139 16% (23) 9% (13) 7% (10)

Maple Street Elementary School

K-3rd 4Winter 2010

66 64 48% (31)33% (21)

15% (10)

Antrim Elementary School

K-4 9Fall

2009125 120 14% (17) 6.5% (8) 7.5% (9)

Dr. Crisp Elementary School

K-5th 16Spring 2010

400 393 17% (66)10% (39)

7% (27)

5-Minute Discussion: Internalizers

Does it make sense to you that students who internalize are just as much a concern as students who externalize?

Does addressing students with internalizing behaviors represent a change at your school?

If so, how do you think staff will respond to this change?

Student Risk Screening ScaleDrummond, Eddy, & Reid, 1998a, 1998b

The SRSS is a no-cost 7 item psychometrically sound universal screening tool used to identify students at risk for antisocial behavior – validated for elementary, middle and high school.

1. Steals

2. Lies, cheats, sneaks

3. Behavior problems

4. Peer rejection

5. Low achievement

6. Negative attitude

7. Aggressive behavior.

Each student is rated using a 4-point Likert-type scale (0 = never, 1 = occasionally, 2 = sometimes, 3 = frequently).

Total scores used to classify students into three levels of risk: low (0–3), moderate (4–8), and high (9–21).

Team Activity

Who: TeamsWhat: Discuss feasibility of using a

systematic screening processTime: 15 minutesReport Out: Volunteers

Post Screening Process

From Screening or ‘Responsiveness

Inventory’ to Intervention

Process for Post-Screening Review

Data review of the results of the systematic screening occurs within 2 weeks of the screening.

For each student of concern, a quick holistic data check occurs.

Academics Below On AboveReadingMathWritingOther

Chamberlain Street School Quick Data CheckStudent:________________________ Date:_____________ BASC-2 Score: ____ Highly Elevated ____ Elevated ____Not Elevated ____N/AAttendance: _____ Strength _____ Concern

_____ Absences_____ Tardies_____ Dismissals_____ Suspensions

Nurse Visits: _____ Concern_____No ConcernComments: _______________________________________________________________Social/Emotional Behaviors: ____ Concern ____ No Concern

_____ # Office Referrals (Majors) ____Frequent (Minors)Academics:MAPS: Reading ______ Math _______Dibels: _____

Briefly Review Each ‘At-Risk’ Student

T2 team with classroom teacher determine level of concern and consider nomination to a Tier 2 intervention: Brief discussions: 15 minute max per student

The process results in a recommended next step for each student. Could result in a nomination for Tier II supports. Could result in monitoring or ‘no worries’. Could result in nomination to a higher level (T3) support

process. Nomination information should be shared with

families and collaboration fostered.

Screening to Intervention Data:School Total Population

considered for screening

# of students considered for rank ordering

# of students screened w/

BASC2:BESS

#Elevated

# Extremely Elevated

East Rochester

ES278 268 84 33 16

School St. 92 88 44 7 5

School Street ESIntervention: # of StudentsTCCE:

4

Other: Clubs

7

Other: Behavior Plan

4

Other: Tutoring

6

East Rochester ESIntervention # of Students

TCCE 10

Monitor 5Tier II emotional

support2

Existing 504/IEP 8SBP 2

Check-in/Check-out 4

Student Activate TCP: refer

to TCP Coach

Refer to Behavior Support

(T2 to group intervention)

Function Skill

Refer to TAT or Team to

address Tier 2 Academic

support

Refer to TAT for Intensive

(Tier 3) Assess/Supp

ort

Refer to Special Ed. Team and 504 team

Assign to “monitor status or next TCP

slot

(or add a Tier 1

support)

Not Worried at this time

John Anxiety

Kelly X

Beth X

Nottingham West Data Review Day Decision Log Date: ____________

Students Already Identified as Having Special Needs

Students you are worried about at post-screening data review who are already on an IEP or 504 are referred to Case Manager to ensure IDEA or 504 Team process is followed

Chamberlain TCCE Activation Decision Form

Student________________________ Teacher_______________ Date:_________

Did We Review Multiple Data Sources (quick data check form)? __Yes ___NO

2. Is student an appropriate candidate for TCCE?

Y or N Student concern is level is low (no intervention needed for now).

Y or N An additional Tier 1 support will be tried.

Y or N Issues require more intensive intervention (Red Zone).

Y or N Student is adult attention avoidant.

Y or N Max # of TCCE students reached for this classroom

If yes to any of the above, TCCE is not appropriate at this time for this child. STOP and consider other interventions, referral to other appropriate team, or decision to monitor.

Otherwise proceed to number 3.

3. Activate TCCE process.

______ Inform parent (letter)

______ Target date for start up (Nov. 16th)

______ Target date for 1st data review meeting (Dec. 17th).

_____ Yes for TCCE _____ No for TCCE

_____ Proceeding w/TCCE _____ On hold till next round

Data Review Day within an RTI Framework

The process results in a decision for every at-risk student:1) Not Worried About Student

No additional support or review needed until next screening

2) Worried Enough to Nominate for Tier 2 (or other) Support

1.Initial Tier 2 intervention (e.g., TCCE)2.Schedule short or long meeting to determine other

intervention(s)3.Nominate to intensive system team (T3) for

individualized assessment and support

Screening to Initial Intervention:

Once T2 interventions are activated: Begin Intervention according to the

intervention protocol. 4-Week data review (6-week max) for each

intervention. Identify Success/Progress indicators. Ensure/assess implementation with fidelity Identify decisions that could be made at

review meeting.

Dr. Crisp Elementary School Screening Results April 2010

Enrollments = 393; 16 classrooms K-5Elevated 39 of 393 or 10%Extremely Elevated 27 of 393 or 6.8%Total 66 of 393 or 16.8%57 of 66 need meetings

43 Short14 Long9 Other

Dr. Crisp Elementary School Post-Screening Process: Short T2 Meeting

Substitutes rotate to classrooms to free up classroom teachers.

Other academic and behavioral data gathered in preparation for the meeting. Quick data form completed.

Classroom teacher meets with T2 Team on students who screen elevated for 15 minute (max) meeting per student.

Goal is to determine level of worry about each student’s performance in school – assess level of risk

Decide whether to assign to T2 support, apply a T1+ intervention, monitor, or recommend for longer conversation or other team.

Dr. Crisp Elementary School Post-Screening Meeting

1. Welcome the teacher.

2. Share big ideas about the 15 minute meeting:

1. A sorting not analyzing meeting.

2. Determination of worry (concern).

3. Determine what to do next.

3. Begin with quick review of data on Quick Data Form.

Dr. Crisp Elementary School Screening April 2010

Ask Guided Questions Are the data we have accurate? If not, correct it. Review student’s reading, writing, math and social skills according to

form. Ask what we are already doing for the child. Ask about other concurrent interventions:

Counseling/ Psychological support (working? not working?) Medication: Medical diagnoses? (working? not working?) Tutoring (working? not working?) Other

Ask Concluding Question Are we worried enough to do something different than we are already

doing?

Dr. Crisp Elementary School Post Screening Disposition of 20 Students

Teacher Monitor Only: 4 of 20 (20%) Targeted Team Follow Up: 3 of 20 (15%) May 7 TCCE Start: 5 of 20 (25%) Parent Meeting: 1 of 20 (5%) Lunch Bunch for Social Skills: 1 of 20 (5%) Refer for Instructional Consultation: 1 of 20 (5%) Refer IEP through Case Manager: 3 of 20 (15%) Refer to Building Level Team: 2 of 20 (10%)

10-Mintue Discussion: Screening as a Pathway for Nomination to

Tier 2

Who: TeamsWhat: Discuss your interest in, and

the feasibility of, using a systematic screening process at your school.





Behavioral Indicators:Office Discipline Referrals, Repeated

Minor Problem Behaviors, Attendance, Tardiness, Nurse Visits,

Work Completion, etc.Academic Indicators


Teacher Nomination

Parent Nomination




Behavioral Benchmarking at Towle Elementary School 09-10

Students: 20 Referrals: 25

Office Discipline Referrals (no minors)08/01/2009-10/06/2009

Early Identification: Behavioral Indicators and Cut Scores

1. Behavioral risk indicators should be identified.

2. Indicators should be related to risk for school/social disengagement or failure.

3. Frequency numbers should be addressed:

a) Approximately 6 – 8 weeks into school year.

b) Time intervals thereafter.

4. Scores (frequency) that indicate risk should be aligned to past data and district or school policy.

Categories, Considerations and Non-Response Criteria for Benchmarking Non-Responders to Universal Behavior Support

Possible Category Consider T1 Non-Response Criteria

ODR Disruption Disrespect/ Non-comply Language

#, Time Frame, Teacher/ Admin response continuum, parent partnership

3 Majors – 1st month of school3 Majors/ repeated minors - no improvement after steps on response continuum (includes parent connection)

Nurse Visits #, Time Frame, Reason, Nurse response process

4 visits to nurses office in 1st month w/ soft signs of illness, followed nurse primary response procedures

Attendance or Tardies #, Time Frame, Admin Response Process

4 absences in 1st month of school; 8 overall; SW response process in place

Homework Completion #, Time Frame, Teacher Response Process, TGI

Not complete 2/6 assignments; 2 per wk; team response process; ref to HW club

Hygiene #, time frame, intensity, response and support process, TGI

Continued occurrence following parent contact, teacher conference, nurse consult & referral to guidanceAddress frequency and intensity criteria, referral social skill club

Other Behavioral Concerns: Includes retreat/ withdrawal/ internalizing (Teacher initiated or addressed through Systematic Behavior Screening)

Behavior(s), teacher response, school system response (guidance, family worker), parent partnership

Continued occurrence following parent contact, observation & refer to guidanceAddress frequency & intensity criteria

Mann & Muscott (2008)

Sandown NorthTier 2 Behavioral Benchmarks

Indicator November 1 February 1 March 1

ODR Major Behavior 3 or more 3 or more in this timeframe

3 or more this timeframe

Minor Behavior 8 or more 8 in this timeframe

8 in this timeframe

Nurse TLC Visits 4 or more 4 in this timeframe

4 in this timeframe

Tardies 5 or more 5 in this timeframe

5 in this timeframe

Attendance 5 or more 5 in this timeframe

5 in this timeframe

Team Activity

Who: TeamsWhat: Complete the Tier II behavioral

indicators chart for at least two indicators


Tier II Behavior Indicators

Area and Indicator Date Date Date Date








Teacher Nomination

Parent Nomination




I’m Concerned About A Student What Should I Do?

Internal Nomination Process to Tier 2 Team

Teacher Nomination to Targeted Tier 2 Team

Teacher Nomination to Tier 2 Team

Begins with completion of an nomination form Form should be efficient and easy to complete It should include a reason for requesting supports It should include a quick data summary including

behavioral and academic indicators It could include what has been tried Amount of information should match what’s necessary

to make good decision about potential supports Consider what forms and information were used at Tier

1 teamsCrisp

When Nominated for Tier 2 by a Teacher

If a student is nominated for Tier 2 supports by a teacher, the teacher should be able to demonstrate that the student has received Tier 1 supports implemented with fidelity, and is non-responsive.

An effective Tier 2 nomination form should provide reminders for what should have been tried prior to a Tier 2 nomination.

Nomination and Intervention

After Tier 1 implementation has been assured, the teacher provides nomination information and data.

Then, the Tier 2 team provides access to an initial, efficient Tier 2 support by initiating the activation protocol for the support. Initial support examples: Check-in TCCE Basic Behavior Plan

Teacher Nomination via Responsiveness Inventory

Student Responsiveness Inventory

A Responsiveness Inventory systematically and regularly (if scheduled) asks teachers to consider

which students are non-responsive to Tier 1 supports and may be considered for nomination

to Tier 2 supports.

A Responsiveness Inventory is like an efficient screening, but is not research-validated. 117

Teacher Nomination via Responsiveness Inventory

Student Responsiveness Inventory:

An Efficient Look at Responsiveness to Tier 1

118

Why Do this Inventory?

Generates Usable Data Quickly summarizes students who are

‘RESPONSIVE’ and ‘NON-RESPONSIVE’ to current supports.

Identifies prevalent clusters of social, emotional or academic needs to inform the development of T2 interventions.

Easy and Time-Efficient to Implement

119

Student Responsiveness Inventory School:__________________________ (Mann, 2011)

Student Responsiveness Inventory Process:1.Quickly review your class list noting in the chart below the names of students who meet the following criterion:

The student is non-responsive (considering academic achievement AND/OR social/emotional progress) to current educational supports, demonstrated by one of the following:

•The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior which interferes with learning (self or peers) or teaching (teacher), OR:•The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., social isolation, withdrawal, sadness, anxiety, etc.).

For each student listed, indicate a specific student concern using the table at the bottom of the page (if more than one concern, list in order of priority of importance, and list no more than three concerns)

CONCERNS/ NEEDS: *If there is more than 1 concern, list in the ‘needs’ column in order of priority:

1– Coping with Stress/Anxiety 6 – Energy needs to ‘rev’ up 10 – Peer Attention Needs2 –Coping with Anger/Frustration 7 – Energy needs to slow down 11 – Social Avoidance or Withdrawal3 - Coping with Sad feelings 8 – Organization skills 12 – Making positive social contacts/connections with:4 - Distractibility a – Study skills a - Peers5 –Impulsivity b – Time management/ planning skills b - Adults

c – Task Completion 13 – Sensory Needs (movement; touch; pressure) d - Homework Completion 14 – Other _____________________________

9 – Adult Attention Needs 15 – Unsure

120

Student Responsiveness Inventory – School:__________________________

(Mann, 2011)Student Responsiveness Inventory Process:

1.Quickly review your class lists noting in the chart below the names of students who meet the following criterion:

The student is non-responsive (considering academic achievement AND/OR social/emotional progress) to current educational supports, demonstrated by one of the following:

•The student engages in repetitive problematic or concerning behavior that meets the school’s definition for ‘minor’ behavior which interferes with learning (self or peers) or teaching (teacher), OR:•The student does not disrupt the learning process for others, but there are concerns about internalizing behaviors that may be impacting the student’s social/emotional progress or academic achievement (e.g., social isolation, withdrawal, sadness, anxiety, etc.).

For each student listed, indicate a specific student concern using the table at the bottom of the page (if more than one concern, list in order of priority of importance, and list no more than three concerns)

121

122

CONCERNS/ NEEDS: *If there is more than 1 concern, list in the ‘needs’ column in order of priority:

1– Coping with Stress/Anxiety 6 – Energy needs to ‘rev’ up 10 – Peer Attention Needs2 –Coping with Anger/Frustration 7 – Energy needs to slow down 11 – Social Avoidance or Wthdrwl3 - Coping with Sad feelings 8 – Organization skills 12 – Making pos social contacts w/:4 - Distractibility a – Study skills a - Peers5 –Impulsivity b – Time mngmnt/ planning sklls b - Adults

c – Task Completion 13 – Sensry Nds (mvement; prssre) d - Homework Completion 14 – Other __________________

9 – Adult Attention Needs 15 – Unsure

123

124

Examples of Tier 1-PLUS Supports:

1. Regular Pre-Corrects (review of expectations prior to an anticipated problematic context)

2. Systematic (planned and/or regular) Behavioral Reminders3. Systematic (planned and/or regular) Checks for

Understanding 4. Proximity Controls (using physical proximity as a regular

behavioral support strategy)5. Systematic (planned and/or regular) check-ins6. Systematic (planned and/or regular) Home-School

Communication7. Individualized Incentive System8. Scheduled Breaks from School Tasks9. Sensory Breaks10.Extra time to complete tasks11.Time reductions for instruction or task completion (i.e.,

limiting time expected to focus on listening to instruction or completed non-desired tasks)

12.Other

Tier 1-Plus Supports: Any regular support provided by classroom teacher for a student that would be available for all students, but is not typically applied

universally for all students. Tier 1-Plus supports can be uniquely developed or differentiated supports, or could be identical to a universal support but applied individually or applied with greater time or intensively for a particular student.

125

Team Activity: Intervention Needs: What do you think?

Who: TeamsWhat: Review the Student

Concerns/Needs lists on slides 111-112 What do you think are prevalent clusters of need

at your school (i.e., needs that are relevant for multiple students)


Team Activity

Who: Teams What: Discuss your thoughts about the early

identification of at-risk students and applying efficient T2 supports (early = very soon after non-response to T1)?

What do you see as potential barriers? Time: 15 minutes Report Out: Volunteers

Preview Days 3 & 4

1.Simple Behavior Plans & Functional Perspective2.Targeted Group Interventions

1.Basic Behavior Plans2.Teacher Check, Connect, Expect3.Social Skills Instruction

3.Data-based Decision Making4.Action Planning

128

Preview Outcomes for Day 3 & 4

1. To learn common Tier II interventions and supports

2. To learn how to implement and assess the effectiveness of Tier II interventions

3. To assess the current status of Tier 2 system

4. To action plan next steps

129

Taking Tier II Targeted Positive Behavior Support to the Next Level:

A Presentation for Tier II Teams at the BEST Summer Institute , Killington, VT

June 25-28, 2012 Days 3 and 4

Howard Muscott, Ed.D. & Eric Mann, LICSWNH Center for Effective Behavioral Interventions & Supports

www.nhcebis.seresc.net [email protected]; [email protected]

Part 1: Nomination & Activation of Students in Need of Tier II Targeted Interventions & Supports

http://www.nhcebis.seresc.net/



Agenda Days 3 & 4

1.Welcome and Overview2.Brief Review3.Simple Behavior Plans & Functional Perspective4.Targeted Group Interventions

1.Basic Behavior Plans2.Teacher Check, Connect, Expect3.Social Skills Instruction

5.Data-based Decision Making6.Action Planning

131

Outcomes for Day 3 & 4

1. To learn common Tier II interventions and supports

2. To learn how to implement and assess the effectiveness of Tier II interventions

3. To assess the current status of Tier 2 system

4. To action plan next steps

132

School-basedIntensive Supports Coordinator

Mann & Muscott (2007; 2010)

Links to Wraparound-NH Facilitation

Links to Community-based

Supports

Links to Regional Multi-Disciplinary

Teams

Intensive Behavior Support Plans and Crisis Intervention

TIER 1: Effective Academic and Social Instruction PracticesSchool-wide and Classroom Behavioral Systems for Prevention and Early Response

Nomination and Activation Procedures including ScreeningHigh Rate Positive Teacher: Student Contacts Effective 2-Way Home-School Communication

TIER 2: Efficient Systematic Interventions (e.g., TCCE; Simple Behavior Plans) for Students Non-Responsive to Tier 1 Supports

Array of Evidence-Based Group InterventionsAddressing Prevalent Functions of Behavior; Available for

Students Non-Responsive to Tier 1 and Early Tier 2 Supports

TIER 3: Individualized Behavior Support Planning(Functional Assessment and Intervention Planning) For Students Non-Responsive to Tier 1 and Tier 2

Supports

Tier 3: School & Community-

BasedIntensive Supports

133



7. Data-Based Decision Making 4. Nomination &

ActivationProcesses


Families


5. Behavior Plans & Function-Based

Perspective




1. Tier 2 Problem Solving Team and Processes


134

If you always do what you always did, you’ll always get what you always got! As a result, our goal shouldn’t be trying to fix all the students we teach.

Our goal should be to fix systems of behavioral support for teachers so they can implement evidence-based interventions with fidelity.

135

Fundamental RtI Philosophy:

When students have met criteria for ‘non-response’ to interventions, it is the intervention that must be changed if likelihood of

achievement is to increase. This applies to academic,

social, emotional and behavioral supports.

Implementing a Systematic Approach:One System -- Not Twenty

1. Multi-tiered continuum of support.2. Data-driven decisions throughout the

continuum.3. Implement practices with fidelity that

encourage positive behavior and discourage repetitive concerning behavior.

4. Implement systems that decrease staff stress and support staff to implement effective practices with fidelity.

A systematic approach to behavioral support:

Early and Efficient Tier 2 Behavior Interventions

Interventions must be readily available to implement Most efficient approach is to use one intervention for all

students unless counter-indicated followed by more personalized approaches if unsuccessful

Having two or three options is also popular Two most common ideas –

A teacher check in and daily progress monitoring approach such as Teacher Check, Connect & Expect

A basic behavior plan (contract or goal setting intervention)

Regardless of approach, data must be easily collected and used for decision making 138

Tier II Interventions

Basic Behavior PlansBasic Behavior Plans Using Functional

PerspectiveCheck In ProgramsMentoring ProgramsSocial, Emotional, Behavioral Skills

GroupsSchool-Study Skill Groups 139

1. Know HOW progress will be assessed.

2. Know WHEN progress will be assessed.

3. Know CRITERIA for when students are responsive to interventions (it’s working) and non-responsive to interventions (it’s not working).

4. Know what to try next along a continuum of support.

‘Data-Based’ in an RtI model Means That We:

140

141

A Basic Behavior Plan Using Data-Based Decision Making

1. Identify problem behaviors in observable and measurable terms including frequency, duration, context

2. Describe Intervention and Dosage (frequency, duration, etc)

3. Determine Success Indicators, How Collected and Timeframe

4. Determine date of follow-up meeting

5. Determine Communication Plan142

Basic Behavior Plan Aligned with AAF Data-Driven Problem Solving Process

Components1. What is the problem behavior and context? (Define the Problem)

2a. What do we want the student to do instead? What are the success indicators? (Goal Setting)

2b. What is the intervention? How frequently? For how long?(Planning)

3. What will adults do? By When? (Implement with Integrity)

4. How and when will we gather the data? When will review the data to assess whether it worked? (Evaluate) 143

Behavior IS often predictable depending on understanding of the context in which the behavior occurs

It is often possible to identify reliable predictors and influence them to increase likelihood of positive behavior and decrease likelihood of problem behavior

When you can predict, you can prevent

PREDICTING BEHAVIOR Using Behavior Pathways

144

Setting Events

TriggeringAntecedents

ProblemBehavior

Simple Behavior Pathway

Typical Consequences

Routine: ___________________________________________________________

DesiredBehavior


145

Defining Behavior

Clear, measurable, & objective descriptions of behaviors

Consider behavior dimensions– What does it look like/ what doing?– Frequency– Duration– Intensity or force

Consider definitions from Tier I data management system (SWIS, etc.) 146

Non- vs. Observable BehaviorsSugai, 2005

( ) hyperactivity( ) initiates 5 different tasks within 2

minutes( ) leaves room at least 3 times during

a 30 minute lesson( ) engages in power struggles

147

Identification of Problem Routines

“Routine” = a sequence of behaviors that produce a socially important outcome

Define daily schedule (what is done, when)

Identify parts of schedule most likely to be associated with problem behavior.

Assess common elements of problem routines

148

Routine Analysis Worksheet

Schedule Activity Likelihood Problem BehaviorLow High1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6149

Routine Analysis Worksheet

Schedule Activity Likelihood Problem Behavior

8:00 Waiting to enter buildingLow High1 2 3 4 5 6

8:15 Advisory & Planning 1 2 3 4 5 6

9:15 Language Arts 1 2 3 4 5 6

10:15 Recess 1 2 3 4 5 6

11:30 Math 1 2 3 4 5 6

12:00 Lunch 1 2 3 4 5 6

12:35 Earth Science 1 2 3 4 5 6

1:15 Art or Phy Ed 1 2 3 4 5 6

2:00 Reading 1 2 3 4 5 6

2:50 Waiting for bus 1 2 3 4 5 6150

ProblemBehaviorEscalating disruption:

throws objects, calls out, swears


Routine: Board Problems During Math Class

151

Antecedent Events

Antecedent events occur prior to the behavior

Antecedent events are of two types: Immediate (Fast Triggers) Distant Setting Events (Slow Triggers)

Antecedent events can include both overt, observable behaviors as well as internal states (feelings or thinking — which are harder to assess)

152

Immediate Antecedent EventsFast Triggers

Any event that occurs immediately before the behavior that increases the likelihood the behavior will occur.

Can be ANYTHING that increases a particular student’s stress

Triggers occur either within the same setting as the behavior or an immediately previous setting.

153

Examples of Immediate Antecedents or ‘Fast Triggers’

Sudden change in routine

Late for activity Reprimands Activity/task demands

(length of task; amount/quality of teacher interaction; match to skill level; type of instruction)

Ignored by friend Social or Academic

Corrections Lack of choice options Teased by peers Physical injury Not called on when hand is

raised Transitions

154


Teacher random call up to

complete board problems





James

155

Describing ConsequencesA consequence is an event that

contingently follows (immediate or distant) a behavior.

The consequence effects whether a behavior will recur given a similar context.

156

Examples of Typical Consequences that We THINK are Aversive to Students

Reprimand/ Yelled at Corrected Sent to time out Lose privileges Detention Poor grades Ignored Teased Extra work or

homework

Send to/ refer to office Call to parent Removed from class Stay in for recess Line up last Clean up a mess Apologize Not able to play sports

157








Sent out of class to hallway or

office


James

158

Distant Setting EventsSlow Triggers

Distant Setting Events occur/exist at some point distant in time from the concerning behavior that set the table for immediate events to be more likely to trigger problem behavior.

Distant setting events change the value of the consequences (make the ‘function’ more necessary)

159

Distant Setting Events Sugai (2005)

Environmental: prior peer/teacher interactions; home environment; social relationships; changes in routines/schedules; seating arrangements; bus ride conflicts/anxiety; hallway conflicts/anxiety

Learning Styles: degree of interest or skill in activity/task; attention span; need for activity; learning challenges; prior experiences in certain teaching modality

Personal factors: medications; physical / mental illness; sleep; nutrition; sensory sensitivities; anticipation of frustration/embarrassment/anger

160

Setting Events and Their EffectSugai (2005)

Lack of sleep decreases value of getting to school on time.

Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions.

Having a fight with boyfriend decreases value (likelihood) of listening to a lecture.

Getting >50% of problems wrong decreases value of starting new worksheets.

Lack of activity increases the value of getting out of the classroom to walk the halls

161

Setting Events

History of feeling embarrassed when

in front of class

Weak ‘Mental Math’ / ‘Working Memory’ Skills









office


James

162

Identify the Desired BehaviorUse Your Schoolwide Core Curriculum

The desired behavior is the behavior you want the student to perform

Examples:Given seat work task --> work quietlyGiven teacher request --> complianceGiven taunt from peer --> turn and walk

away163

Setting Events


in front of class










office


DesiredBehavior

Cooperatively go to board and attempt

problem


Ignored for attempt; Verbal

praise if correct; Public correction

if wrong

James

164

Function-Based Perspective Is the ability to generate a likely hypothesis about

What is motivating the student to continue the problem behavior

Why he or she continues to engage in the problem behavior What they gain or escape/avoid as a result of the problem

behavior It can be a quick or lengthy process (functional

behavioral assessment or functional behavioral analysis)

Using an advanced behavior pathway helps develop the perspective Requires understanding maintaining consequences and

replacement behaviors165

Maintaining Consequences

Examining consequences helps us determine the “function” of the behavior

A maintaining consequence indicates the “payoff” for engaging in a repeated behavior

166

“ To Get”(gain

access to)

“To Avoid”(escape from)

Attention

Activity/ Task

Tangible

Sensory

Function: ‘To Get or Avoid’, that is the question

167

Maintaining Problem Behavior

After teacher gives Harry a difficult reading assignment, Harry crumples his paper and starts spitting paper wads at peers, he is sent to the hallway and escapes the assignment.

When Alice is in social studies class and has not received teacher attention for over 10 minutes, she crumples her assignment and starts spitting paper wads at her classmates. Her teacher comes over to her and helps her ‘calm down.’ Alice gets the teacher’s full attention. 168

Maintaining Problem Behavior

Jack gets into arguments with his math teacher if she asks him to correct his mistakes. The behavior occurs 3-4 times a week. The teacher either stops asking him to correct the mistakes or sends him to the office. The behavior is maintained by_____________.

Ethel screams and pushes children when they try to use her toys during play time. The children move away and leave the toys. Ethel gets to________________________.

169

Setting Events


ProblemBehavior

Simple Behavior Pathway With Function

MaintainingConsequences

Routine:

FUNCTION

DesiredBehavior


170

Setting Events


in front of class










office


James

FUNCTION?

DesiredBehavior

Cooperatively go to board and attempt

problem




if wrong

171

Replacement Behavior

A replacement behavior is a socially acceptable behavior, taught to the student, that achieves the same function (result) as the problem behavior

An appropriate Replacement Behavior: Serves the same function as the problem

behavior Is as, or more, effective than the problem

behavior Is socially acceptable Can be learned in 10 school days

172

Replacing an Effective Behavior

Biggest challenge in competing pathways is trying to replace a highly reliable problem behavior with a possibly less effective pro-social replacement behavior

173

Setting Events TriggeringAntecedents

Maintaining Consequence

Desired Behavior TypicalConsequences

Problem Behavior


Competing Behavior Pathway

FUNCTION?

174


Consequences


Problem Behavior



JAMES

FUNCTION:Escape What?

History of feeling

embarrassed when in front

of class

Weak ‘Mental Math’ /

‘Working Memory’

Skills

Teacher random call up

to complete board

problems

Escalating disruption:

throws object, calls out, swears

Sent out of class to

Hallway or Office

Cooperatively go to board and attempt problem



if wrong

175


Maintaining Consequences


Problem Behavior



JAMES

FUNCTION:Delay Task

History of feeling

embarrassed when in front

of class

Weak ‘Mental Math’ /

‘Working Memory’

Skills

Teacher random call up

to complete board

problems

Escalating disruption:

throws object, calls out, swears

Sent out of class to

Hallway or Office

(Escape Task)

Cooperatively go to board and attempt problem



if wrong

Take a pass and signal teacher

when he is confident about

answer176

Competing Pathways with Behavior Plan Features

Desired Behavior Typical Result

Setting Event Trigger Problem Behavior Consequence


Setting Event Supports

(Make Problem Behavior

Unnecessary)

Antecedent Supports

(Make Problem Behavior Unnecessary)

Teach Replacement

Behavior and/or Social or

Academic Skills

(Make Problem Behavior Inefficient)

Consequence Supports

(Make Problem Behavior Ineffective)

Features of Function-Based Plan:

177







178

Targeted Group InterventionsMuscott (2007)

“Targeted Group Interventions are most effective if students are

identified EARLY in the at-risk process before failure is ingrained in the student and the teacher has had it with the student and his or

her behavior”

179

Targeted Group Interventions

TGIs address groups of students who:

1. Fail to respond to school-wide and classroom expectations and

2. Are not currently engaging in dangerous behavior

3. Require similar skill development

4. Would benefit from interventions which take into account the function of their behavior

Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002

180

Targeted Group Interventions…Why?

Supports rather than punishes students who are non-responsive to school-wide supports.

Uses functional perspective to increase likelihood of success.

Addresses multiple students with efficiency Can help the team gain credibility by managing

and supporting an efficient systematic process. Helps team to stay aligned with its mission: to

support a high volume of at-risk (not intensive needs) students.

Promotes ‘prevention’ of further social or academic disengagement or failure.

181

Targeted Group Interventions

Efficient - Similar set of behavioral strategies are used across a group of students needing similar levels of support

Effective – Designed to decrease problem behavior in classroom, increase academic engagement, & decrease office discipline referrals

Early – TGI’s are provided as soon as it is clear that the student will not respond to less complex interventions (before failure is ingrained in the student & the teachers has ‘had it’ with the student) 182

Using a Teaching Approach is the most likely way to increase desired behavior

Provide Instruction Provide opportunities for Practice Provide Feedback and Recognition for

demonstrating what is expected and what has been taught

Utilize effective methods for Correction of incorrect behavior

Pre-correction Reminding Re-teaching Alternative teaching methods Teach replacement behavior or skill

Use Assessment for Decision-Making183

Features of Tier II Targeted Group Interventions

1. An array of evidence-based interventions are identified to address social, emotional and behavioral needs of 5-15% of students

Very low effort by classroom teachers Consistent with school-wide expectations Known/ implemented by all staff/faculty Adequate resources for support and implementation with

fidelity (administration, team)

2. Decision rules for the amount of time/density of support are identified (e.g., 30 minutes per day, 2 times a week for 6-8 weeks)

3. Indicators of success for each intervention are identified and problem solving is identified 184

Features of Tier II Targeted Group Interventions

4. The interventions and supports can be efficiently accessed through systematic nomination and activation process

5. The interventions and supports are readily available6. System for gathering, analyzing and using data for

decision making and problem solving is identified

185

Early and Efficient Tier II Behavior Interventions

Most efficient approach is to use one intervention for all students unless counter-indicated followed by more personalized approaches if unsuccessful

Having two or three options is also popular Two most common ideas –

A teacher check in and daily progress monitoring approach such as Teacher Check, Connect & Expect

A simple behavior plan which includes a contract or goal setting intervention

Regardless of approach, data must be easily collected and used for decision making

186

Early and Efficient Tier II Behavior Interventions: Where to look

to determine skills

Begin with the skills embedded in behavioral expectations from school-wide behavior matrix Which are most problematic for at-risk

students who have not responded to schoolwide approaches?

Review skills being delivered in groupsReview social skills programsUse data-based decision making

187

Addressing Functions with Targeted Group Interventions

Big Idea with TGIs is ensuring the availability of efficient /effective supports targeted to prevalent ‘functions’ of behavior, usually: Gain Adult Attention Gain Peer Attention Escape Motivated (Avoid Academic Tasks / Avoid

Social Contexts)

At Targeted Group level, student need (i.e., skill strengthening) or function should influence referral to particular support.

188

Targeted Group Interventions and Functions of Behavior

Access Adult Attention Examples: Check-In/ Check-Out Mentoring Programs Service Learning

Access Peer Attention Examples: Social Skills Instruction Peer Mentoring Self-monitoring system with Peer Share Component Interest groups with peers with like interests

Address academic task avoidance or social avoidance using Academic or Social Skills teaching Organization Skills Homework Planning or Completion Club Tutoring Specific Social Skills groups

189

Halls Ferry Elem entary School

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5

High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons

Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video

New comer's ClubStudy Skills - Homew ork Support

Social Skills Club

FBA TrainingCoaches T raining

MentoringChamps Theater

Function-BasedStudent SupportTeam

ClassroomBus expectations

Present to Board

District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system

Universal School-w ide Systems

Secondary / Targeted Group

Tertiary / Individual Student

District Level Systems 190

191

RTI Tier II Intervention Planning ToolMuscott (2010)

Intervention Goals Student Need

How to Access

Support

Entry Criteria

Dosage(Time, Days,

Weeks)

Success Indicator

Teacher Check, Connect Expect

Improve behaviors crucial to school success; relationship with classroom and other teachers; home-school communication

Adult attention, structure, regular feedback

Tier II Team

* Exceed cut scores on benchmarks(e.g., 3 ODR, 5 absences, etc.)* Elevated screening score on BESS* Teacher and/or Tier II Team request

Arrival, Dismissal and small, standardized and agreed upon number of periods per day

1-2 minutes times number of periods

18 of 20 days at 75% points and no more than one major office referral;

18 of 20 days self monitoring with similar results192

Brief Targeted Group Interventions Activity

Who: Targeted TeamWhat: (1) Complete the ‘Intervention’

column of the targeted group interventions chart(2) For ONE intervention, compete the

full lineTimeframe: 20 minutesReport Out: Volunteers 5 minutes

193

RTI Tier II Intervention Planning ToolMuscott (2010)

Intervention(Academic or

Behavior)

Goals Student Need

How to Access

Support

Entry Criteria

Dosage(Time, Days,

Weeks)

Success Indicator

194

RTI Tier II Success Indicators for Intervention Planning Tool

Muscott (2010)Name of Available

InterventionSuccess Indicator

Response to CriteriaDefined

Success Indicator Response to Partial

CriteriaDefined

Non-responsive Criteria Defined

195

1. Check In Programs

2. Mentoring Programs

3. Social Skills Instruction

4. Academic Support

Basic Targeted Group Interventions that Address Most Prevalent Functions

196

Responding to Problem Behavior in Schools:The Behavior Education Program

(AKA: Check-In / Check-Out)

By Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940

www.guilford.com

197

http://www.guilford.com/

BEP Components

1. Behavior Education Program system First thing in morning, last thing before

home (some use mid-day check-in)

2. Frequent Positive Adult Contact All Day Powerful protective factor for at-risk

students

3. Increased Attention to Behavioral Goals Goal-Setting Daily Progress Report (DPR)

198

BEP Components

4. Used in all school settings5. Home-School-Student partnership

Parents/ Student meet with BEP Coach

Parents sign behavior contract Parents review, comment and sign

Daily Progress Report daily

199

Teacher Check, Connect and Expect is an efficient, early, & systematic response for students not responding to primary prevention systems of behavior support.

Occurs prior to implementing more sophisticated & less efficient secondary supports.

TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to ‘at-risk’ students for exhibiting expected classroom behaviors linked to school-wide expectations

TCCE allows for a systematic monitoring of student behavior using data-based decision-making.

Teacher Check, Connect and Expect Mann and Muscott (2007); Adapted from Cheney (2006)

200

Potential Benefits of Teacher Check, Connect and Expect

1) Positive teacher-student contacts before relationship is damaged by repetitious conflict.

2) Easy access intervention before emerging problem behavior becomes chronic and ingrained.

3) Increased recognition for pro-social behavior. 4) Improved home-school communication and partnership.5) Sufficient recognition to foster behavioral change for some

students.

6) Connects to school-wide system of behavior support.

7) Easy assessment of ‘Is It Working?’

8) Useful data even if the intervention is unsuccessful in producing behavioral change.

201

Teacher Check, Connect and Expect: Success Either Way

Either: Improves student behavior

OR Provides useful data to help Targeted

Team with assessment of function

202

2 =No documentable majors or minors 1 = No more than 1 documentable minor 0 = Major or 2 documentable minors

PERIOD Caring Honesty Respect ResponsibilityAcademic

Achievement Total points

1 Arrival __________/10

2 __________/10

3 __________/10

4 __________/10

5 __________/10

6 __________/10

Total __________/60

__________/%

At each check in remember to consider each HIGH 5 expectation separately. For example, a student who receives a minor for being unsafe may still receive full points for meeting the other 4 expectations.

Total Checks:______/60 = _____% _______________________________________________________________________________________

Name:_________________________________________________Date:______________________ Goal Met: ____Yes ____No Goal: 45 points

Name:____________________________________ Date:___________________

203

TCCE Card with Behavioral Expectations

Provided at Arrival by TeacherArrival Check In and Feedback

Teacher Provides Feedback at the End of Each Rating Period

Student Carries Card to Specials

TCCE Coach Checks Data & Checks in with Teacher within 5 School Days to

Ensure Fidelity of ImplementationPre-empt Possible Problems

After 20 School Days (appr. 4 weeks) Tier II Team Conducts

Data Review and Involves Student, Teacher, Parent

Exit TCCE, Consider a Different Support

Continue TCCEWith

Revision

Exit TCCE Without

A Different Support

Teacher Check, Connect and Expect (TCCE) Process at Gardner Pilot Academy

Teacher Returns TCCE Card to Coach for Data

Entry

Continue TCCE to Criteria

Continue TCCE

As Self-Monitor

Teacher Provides Feedback for Period 6

Adds Daily Points, Provides Review, Parent Tear-off Completed

TCCE Card to Coach Decision is Made to

Draft 1 11-29-11

204

Teacher Check, Connect and Expect Procedures:Setting Up the Program

TCCE ‘Coaches’ (or ‘Leads’) are assigned to check-in with and support classroom teachers 1.Initial coaching and on-going support to classroom teachers2.Initial explanation of TCCE to students and families (as needed)3.Review daily report cards for accuracy and trends as an interim progress check on progress before 1st formal review4.Ensure data are entered into a data management system5.Report TCCE data to Tier 2 Team

205

Sandown North Elementary School Teacher Check, Connect & Expect

206

Teacher Check, Connect and Expect Procedures:TCCE Coach-Teacher Meeting

Coach and classroom teacher(s) meet to review program, procedures & forms; address specific teacher concerns about the program per the student.

Teacher(s) practices providing greeting, ratings, feedback and end-of-day review.

Parent permission is addressed. 207

Teacher Check, Connect and Expect: Setting Up the Program

Develop a file for each student

Include: Referral info Data Communications and Simple form to log information

and record decisions.208

Person and Team

Responsible

TCCE TCCEwith Individualized Features

(Note Features Added)

Simple Behavior Plan

Academic or Social Group(Specify)

Beginning DateStatus

(RC, PRC, NRC)Ending Date

Beginning Date

Status(RC, PRC,

NRC)Ending Date

Beginning DateStatus

(RC, PRC, NRC)Ending Date

Individual Student Progress Monitoring Log for Secondary Tier 2 Interventions (IP Log) 2010)Muscott (2010) for New Hampshire Center for Effective Behavioral Interventions and Supports

Adapted from Illinois-PBIS Network Tier Individual Tracking Tool (2009)

Student: _______________________________________ School: ________________________________District/SAU: ________ Year: 2010-2011Status: RC = Responding to Criteria; PRC = Partially Responding to Criteria; NRC = Not responding to criteria

209

Teacher Check, Connect and Expect Procedures:Preparing the Student

Teacher and Coach meet with student -- discuss staff/student responsibilities:Student is taught precisely how card will be scoredStudent is taught process for getting ratings:

Student brings card to teacher at designated times, OR Teacher goes to student’s desk to complete the card, OR Card is held by teacher

Determine if student carries card to specials, recess, etc.Standard initial goal is stated – typically 75% of pointsStudent practices desired behaviors and procedures; teacher answers any questionsTCCE coach can support teacher as necessary

210

Teacher Check, Connect and Expect Procedures:Implementing the Program – AM Greeting

Classroom Teacher greets the student upon arrival to school with positive regard, shows him or her the TCCE card, pointing out expected behaviors. The teacher begins with positive contact. Teacher coveys optimism about the student’s ability to

be a High 5 Student, show Respect, Responsibility, Caring, Honesty and Achievement and meet the daily goal.

Teacher scores the arrival period. Teacher gives the student the card (if desired) or holds

at desk. Discussion takes approximately 1-2 minutes.

211

Teacher Check, Connect and Expect Scoring and Feedback

At the end of each period, the teacher rates each behavioral expectation on the card using a 3 point scale (2, 1, 0).

Teacher shares the information with the student in a 1-2 minute feedback meeting.

Teacher can use a directive or non-directive approach

Teacher conveys optimism for success 212

Teacher Check, Connect and Expect Procedures:Implementing the Program – AM Greeting

“Good morning, Bill. How are you today?

You came in, put your things away, and were pleasant. You have your homework and books for the day. That’s starting the day like a Gardner High 5 student. I’d score that 2 in each area.

I know you can be respectful, responsible, honest, caring and achieve the rest of the day in order to meet your goal of 45 points.

Is there anything I can do to help or anything you need?

Here’s your card; Have a great day.”213


A ‘2’ indicates that the student met or exceeded standards for behaviors related to this expectation for this period.

The student displayed: Specific positive behaviors related to the expectation (i.e., the

student displayed ‘respectful’ behavior throughout the class connected to behavioral matrix).

No instances of a MAJOR problem behavior associated with the expectation.

No instances of documentable MINOR problem behavior associated with the expectation .

Reminders are OK.

214


Specific positive behaviors should be verbally acknowledged

“You were respectful this period by speaking quietly during group work, Bill. I really appreciate it and you are getting a ‘2’ for Respect.”

OR

“Bill, how do you think you do with respect this period? Can you tell me what you did that was respectful? I agree you earned a 2 for respect?” 215


A ‘1’ indicates the student met standards for behaviors related to this expectation for this period most of the time, but had one documentable minor in one area that needs improvement.Score 1 in the area the documentable minor occurred. 216


“You did a nice job most of the period being respectful today. You followed directions, you used kind words – I appreciate that!”

“There was some loud calling out during reading that didn’t stop right away when I asked. That disrupted the lesson.

“Next period, I’d like you to be more respectful by raising your hand when you want to talk. I know you can do that.”

Specific positive behaviors should be verbally acknowledged.

Less attention/emphasis should be placed on corrective feedback for minor behaviors

217

Teacher Check, Connect and Expect Procedures: Feedback: A ‘1’ indicates both ‘Strength’ and ‘Need’

It is not recommended that a reprimand go along with a ‘1’ rating as this is not likely to increase expected behavior. A calm and specific reminder of desired behavior

with encouragement (followed by a pre-correction for tomorrow) are likely to work better.

The student is likely to have been reprimanded repeatedly in the past for exhibiting the behavior (he has not responded to reprimands w/ improved behavior). 218

Teacher Check, Connect and Expect Procedures Scoring and Feedback

A ‘0’ indicates a ‘Major’ problem behavior

If a major occurred, score 0 in all areas

If 2 documentable minors occurred in same area, score 0 in that area

If 2 documentable minors occurred in two areas (one each) area, score O in both areas

219

Teacher Check, Connect and Expect Returning from a ‘Major’ Problem Behavior

• Response to a ‘Major’ should follow typical school procedures and reported/recorded as for any other student.

• Student is subject to administrative responses as for any other student unless otherwise determined through an existing individualized support plan.

• However, when the student returns from the incident and has addressed consequences, we must start on a clean slate and focus on the future – not the past.

• The initial check in at arrival should therefore follow the usual optimistic protocol.

220

Teacher Check, Connect and Expect Procedures Steps for End of Day Review

1) Quick review of last period.

2) Add total points.

3) Write the total number/% achieved for the day.

4) Discuss the total and whether the daily goal was met. 1) If the student achieved the daily goal, teacher should

provide verbal acknowledgement.

2) If goal was not achieved, teacher should verbally acknowledge any strengths achieved and encourage turning the needs into strengths for tomorrow.

5) Tear off and send home.221

Teacher Check, Connect and Expect: Assessing Progress

A review meeting should occur 4 weeks (20 school days) after start of the program. During the meeting, data is shared regarding goals and determination of next steps is made. Success for Basic TCCE is 75% for 16 of 20 daysSuccess for Generalization is 75% for 18 of 20 days 222

Teacher Check, Connect and Expect: Assessing Progress Based on Data

A. Success for 4 weeks – Self monitoring 4 weeksB. Partial Success -- Adapt TCCE to Basic Plus:

Add behavioral specificity (i.e., target a specific behavior such as ‘completed classwork’ under ‘Responsible’)

Add reinforcement Add teaching component Change aim line (70%) Continue TCCE, but add an additional support (i.e., group

intervention)C. Discontinue TCCE and refer to secondary support team

(according to school process) to assess ‘function of behavior’ and access group or individualized supports

D. Discontinue TCCE with no additional support – monitor progress

223

Data EntryWhat it will look like in CICO-SWIS

Student Progress Data

224

225


20 students given the intervention14 of 20 (70%) success (averaged 80% or better)4 partial (20%) success (averaged 70-79% and variable)2 (10%) non-responders (averaged less than 50%) 226


227

Sandown North Elementary SchoolTeacher Check, Connect & Expect

228

Mentoring as a Targeted Group InterventionNewcomer (2005)

Identify Students Data decision rule Teacher

recommendation Likes adult attention

Identify Mentors Teachers Administrators Counselors Secretaries Cooks Custodians Volunteers

229

Mentoring Program Evaluation Newcomer (2005)

Decreases in: Meetings with counselor Office referrals Time outs Suspensions Detentions

Increases in: Student attendance Work completion Academic performance Homework completion Parental involvement Positive student-teacher

interaction

230

Decrease in Referrals - Mentor Intervention

0

2

4

6

8

10

12

14

16

18

20

BT BB BK BD Cca CR CC DD DJ FA FD HK LD PS RJ RJ M SC SB ST TT

Student

Fall 2000 Fall 2001

AVERAGE PERCENT DECLINE IN REFERRALS

62%

231

AMOUNT OF TI ME PER WEEK

SPENT WORKI NG DI RECTLY WI TH STUDENT

9

6

3

0

0

0

10 minutes or less

10 to 20 minutes

20 to 30 minutes

30 to 40 minutes

40 to 60 minutes

More than 60 minutes

NUMBER OF TEACHERS232

Social Behaviors

Social Behaviors - individual, discrete,

observable acts that make up more complex social skills

Examples Eye contact Shaking hands Saying hello

233

Social Skills are

Specific, identifiable, and learned social behaviors, performed effectively that produce social consequences in social situations

234

Social Competence

Social Competence is: A judgment-based evaluation by

peers, teachers, family members, friends, about a person’s social functioning

The highest form of skill acquisition

More than just the sum of individual social behaviors and skills

235

Types of Social Skills

1. Basic Social Skills or Classroom Survival Skills Listening, Asking for Help, Asking a Question

2. Friendship-Making Skills Introducing Yourself, Beginning a Conversation Offering Help, Sharing, Apologizing

3. Skills for Dealing with Feelings Expressing Feelings, Showing Understanding of

Another’s Feelings, Dealing with Anger236

Types of Social Skills

4. Skill Alternatives to Aggression Dealing with an Accusation, Responding

to Teasing

5. Skills for Dealing with Stress Dealing with Losing, Saying No,

Responding to Peer Pressure

6. Social Problem Solving and Planning Skills Setting a Goal, Making a Decision 237

Social Skills Assumptions

1. Social skills are learned skills.2. Social skills can be taught given effective instruction.3. Effective instruction is instruction that is matched to the needs of the learner.4. Learning skills in isolation and/or in a training setting is not sufficient. Students must be able to generalize and transfer the skills across settings, time, and situations.5. Social skills are culture and context specific.238

Social Skills Assumptions

6. Students who are socially incompetent are at risk for a wide variety of problems in adulthood.

7. Students learn new social skills and retain previously learned ones through modeling and reinforcement strategies.

8. The most robust learning takes place when all or close to all of the members of the student’s environment share a common set of values regarding which behaviors are important.

9. Effective instruction moves students from external to internal control of their behaviors.

10. Students should be taught to self-manage their behaviors. 239

An Elementary Example of a Social Skill

Skill: Avoiding trouble Steps

1. Stop and think about what the consequences of an action might be

2. Decide if you want to stay out of trouble

3. Decide what to tell the other person

4. Tell the person

240

An Elementary Example of a Social Skill

Skill: Dealing with being left out Steps

1. Decide what has happened to cause you o feel left out

2. Think about your choices:1. Ask to join in2. Choose someone else to play with3. Do an activity you enjoy

3. Act out your best choice 241

A MS/ HS Example of a Social Skill

Skill: Dealing with someone else’s anger1. Listen to the person who is angry (Don’t

interrupt; Stay calm)2. Try to understand what the angry person is

saying and feeling (Ask question to get explanations of what you don’t understand; restate them to yourself)

3. Decide if you can say or do something to deal with the situation (Think about ways of dealing with the problem. Maybe just listening, being empathic, doing something to correct the problem, ignoring it, or being assertive)

4. If you can, deal with the other person’s anger 242

Common Teaching Methods: Academic vs. Behavioral Skills

Academic Skill Behavioral Skill

Instruction occursOpportunities for practice occurAssessment occursTangible acknowledgement of progress occursFeedback and support occurs Correction for incorrect responses occurs Reminders Re-teachingIndividualized supports occur Pre-correction Increased attention Alternative methods used Replacement skills considered Modifications considered

Assume already knows correct behaviorNotice incorrect behavior / state to stopRe-state rule Re-state consequenceProvide reprimand / warningDetentionConference with studentSuspension Contact with parent 243

Skillstreaming the Adolescent Ellen McGinnis & Arnold Goldstein

Research Press

50 Prosocial Skills in 6 Categories Beginning Social Skills (Listening) Advanced Social Skills (Convincing

Others) Friendship-Making Skills (Reading

Others) Skills for Dealing with Feelings

(Dealing with Someone Else’s Anger)

Skill Alternatives to Aggression (Negotiating)

Skills for Dealing with Stress (Standing Up for a Friend) 244

Skillstreaming the Adolescent Ellen McGinnis & Arnold Goldstein

Research Press50 Prosocial Skills in 6

Categories Beginning Social Skills (Listening) Advanced Social Skills (Convincing

Others) Friendship-Making Skills (Reading

Others) Skills for Dealing with Feelings (Dealing

with Someone Else’s Anger) Skill Alternatives to Aggression

(Negotiating) Skills for Dealing with Stress (Standing

Up for a Friend)245

Teaching Social Skills Using a Structured Learning Instructional Approach

Why is the skill important? Define the skill Demonstrate/model the skill Show multiple prosocial examples Show one low key non-example Have students role play the skill Provide performance feedback Provide opportunities for generalization

246

1. Establish Need for Skill Goldstein & McGinnis

Identify the reasons and rationale for teaching the skill

Have each student describe, when, where and with whom would you find the skill useful

247

2. Define the Skill Goldstein & McGinnis

Define the skill to be taught

Include abstract meaning and concrete examples

Solicit examples from group

248

3. Effective Modeling Goldstein & McGinnis

1. Specify the exact behavior to be taught.2. Be sure the student is cognitively and developmentally able to model the behavior or strategy.3. Simplify the modeled behavior.4. Provide clear, concise, and easy to imitate models.5. Provide models that have high status with the student (s). 249

4. Effective Modeling Goldstein & McGinnis

6. Use a variety of high status models.7. Be sure that the student(s) are attending to

the model.8. Be sure that the desired behavior is clearly

and consistently modeled.9. Provide multiple opportunities for practice

(at least 2).10. Reinforce both the model and target

student(s) for performance.

250

5. Role-Playing Goldstein & McGinnis

Each student role-plays skill Set context for role-play using established

need Select main actor Pick co-actor that resembles real-life person Gain physical setting and background details Conduct the role-play Coach actors as needed Continue until all have participated 251

6. Performance FeedbackGoldstein & McGinnis

Co-actor reacts firstOther students nextTrainers nextComment on how well steps

were followedProvide social reinforcementMain actor last

252

7. Generalization and Transfer of Training

1. Teaching students self-control strategies.2. Teaching skills in multiple settings.3. Having different adults teach the skills.4. Having the students practice the skills under different conditions, with different people and in different places.5. Providing specific homework activities.

253

Interest Groups and ‘Peer Attention’

Interest groups or clubs can support some children’s peer attention needs

VERY important to identify in advance of student involvement what you believe will be impacted by the intervention Identify baseline data Identify what will constitute progress Identify when you will check

Example: RESPECT club254






7. Data-Based Decision Making

255

Data-Based Decision Making at Tier II Secondary Systems of Behavior Support:

Types of Data Needed

Tier II descriptive school level data that describes the population of students at risk of school failure

Tier II descriptive school level data that describes if the interventions are being implemented with fidelity

Tier II descriptive school level data (formative and summative) that describes how well the array of interventions are working for those students at risk of school failure

Tier II individual student progressing monitoring data on whether the intervention(s) are working for particular children 256

Tier 2 Success Indicators for Interventions Chart

Muscott (2010)Name of Available

InterventionSuccess Indicator

Response to CriteriaDefined

Success Indicator Response to Partial

CriteriaDefined

Non-responsive Criteria Defined

Teacher Check, Connect and Expect (TCCE) (Basic)

Teacher Check, Connect and Expect (TCCE)

(Basic Plus Individualized Features)

Simple Behavior Plan

Brief Function-based Plan

Academic Group: ___________________

Social Skills Group: _________________

257

Secondary Intervention Team Log - NH (SIT Log NH) Muscott (2010)

Adapted from Il-PBIS Network To summarize success of all Tier II interventions

by month and year – school level data Includes information about:

Participants Number and percent responding by criteria

Three category sort Responding to Criteria, Partially Responding and

Not Responding

Team must develop definitions for criteria258

Secondary Intervention Team Log for Tracking School-Level Progress (SIT Log) (2010)

Muscott(2010)Adapted from Illinois PBIS Network (2008) Tier2/3 Intervention Tracking

Tool

School Year: 2010-2011 School: District/SAU: Timberlane Name of Team Tracking Data: Person Responsible: Team Members:

Month

Tier 2 Interventions

Name of Intervention _____________________________________

Name of Intervention _____________________________________

#/% Students Participating

#/% Students Respondingto Criteria

#/% Students Partially Responding

#/% Students Not

Responding#/% Students Participating

#/% Students Respondingto Criteria

#/% Students Partially

Responding

#/% Students Not

Responding

August

September

October

Totals

259

Individual Student Progress Monitoring Log-NH (IP Log NH) Muscott (2010)

Adapted from Il-PBIS Network To summarize all Tier II and Tier 3 interventions used

for individual students Includes information about:

Starting Date Success of Intervention at Review Dates Ending Date

Three category sort Responding to Criteria, Partially Responding and Not

Responding

Team must develop definitions for criteria 260

Person and Team

Responsible

Student: ________________________________________________________________Intervention: __________________________________________________________

Beginning Date

Review DateAnd Status(RC, PRC,

NRC)

Ending Date

Comments

Individual Student Progress Monitoring Log for Secondary Tier 2 Interventions (SPM Log) (2010)

Muscott (2010)Adapted from Illinois-PBIS Network Individual Tracking Tool (2009)

Status: RC = Responding to Criteria; PRC = Partially Responding to Criteria; NRC = Not responding to criteria Record the definitions of responses developed by team and described on the Secondary Intervention Team Log for Tracking School-Level Progress (SIT Log) (2010) on other side261

Differentiated Activity

Who: Targeted TeamWhat: Complete one of the following two

activities Baseline assessment of Tier II functioning

using the checklist Action plan next steps for implementation

Timeframe: 20 minutesReport Out: None

262

Acknowledgements

Lucille EberGeorge SugaiRob HornerHill WalkerDoug CheneyKathleen LaneJulie PrescottValarie Dumont

263

Documents

Taking Tier II Targeted Positive Behavior Support to the Next Level: A Presentation for Tier II Teams at the BEST Summer Institute, Killington, VT June