PBIS Secondary & Tertiary Classroom Interventions

Presented ByTory Lawrence

Some Fast Facts About Behavior

O Behavior is learned- whether intentionally taught or not

O ALL behavior (positive & negative) has a function

O Students do not always know their behavior is inappropriate- yes, even older students

O Inappropriate or undesired behavior should not be taken personally

O Appropriate or desired behavior should be modeled for students

O Increasing positive interactions increases the likelihood of desired behavior

A Few Things to ConsiderWhen Choosing an Intervention

O What’s the trigger of the behavior?

O What’s the natural consequence (or function) of the behavior? (gained attention, escape undesired activity, gain power)

O A consequence can be good or bad.

Secondary PBIS Practices: Implementing Secondary Interventions

Guidelines for Secondary Practices

O Implemented with a select group of students after school-wide practices have not been successful

O Behavior is impacting academic progress and “time in class” of selected students

O The PBIS team must have a clear referral process for teachers to follow to identify students in need of secondary interventions

O Teachers must have a way to measure success of secondary interventions

Secondary Intervention

Toolbox Classroom Behavior Contract

Transition Prompting

Structured Breaks

Small group social skills training

Peer Partner

Proximity ControlVisual schedules

Assign special responsibilities

Organizational Tools

Non-Verbal Cues & Signals

Provide more opportunitiesto practice appropriate behavior

Reteach skills/Expectations

Check-inCheck-out Program

Mentoring Program

Red = implemented school-wide Black = classroom implementation

Secondary Intervention

Practice Small Group Time!• In small groups, we will discuss the following student scenario.• Considering what we have discussed, create a plan of intervention a classroom teacher could implement. • Include a specific intervention, how it will be used, for how long, and how progress would be monitored.• Groups will be prompted to share an intervention with everyone.

Scenario 1

Jasmine enters class visibly upset slams down her books an plops into her seat. Jasmine begins mumbling negative comments about school and the class. She yells at a peer “what are you looking at?” The teacher provides Jasmine with a verbal warning about her disruption and instructs her to prepare for class. Rolling her eyes, Jasmine states “This is stupid. I don’t want to be here.” The teacher provides a 2nd redirection to which Jasmine rolled her eyes again and states “why should I listen to you?” Data indicates that Jasmine has displays disruptive behavior within the classroom setting at a rate of 3-4 times a month despite universal PBIS practices.

Now let’s plan interventions for some problem behaviors you identified!

Tertiary PBIS Practices: Implementing Tertiary

Interventions

Would you expect a place kicker to play quarter back at the same ability level as the starting quarter back?

Is the skill set the same?

Is there a difference between typical students displaying problem behavior and students with

chronic behavioral difficulties or those identified with a social or behavioral disability?

Is the skill set the same?

Same behavior expectations; Coaching style may be different; Defense tacit may look different; Attempt to level the playing field

Guidelines for Tertiary Practices

O Focuses on remaining 2-5% of the population continuing to show skill deficits

O Implemented with individual students after secondary practices have not been successful

O Should be a teacher-led process that utilizes a functional approach to addressing behavior (think informal FBA)

O Establish a team to assess and intervene with students who have serious behavior problems and allot adequate time and resources for the team

O Parents should always be contacted when individualized interventions are implemented

O Successful implementation establishes practices that provide a systematic way to support staff and students

Tertiary Intervention

Toolbox Individual daily behavior contract

Daily point system with reinforcement

Anger management skills

Use a calm neutral tone

One on One Redirection

Teach relaxation techniques

Student directed time away area w/o consequence

Immediate feedback

Transition off bell schedule or separate from peers

Individualized Behavior Intervention Plan (BIP)

Red = implemented school-wide Black = classroom implementation

Tertiary Intervention Practice

Small Group Time!• In small groups, we will discuss the following student scenarios.• Considering what we have discussed, create a plan of intervention a classroom teacher could implement. • Include a specific intervention, how it will be used, for how long, and how progress would be monitored.• Groups will be prompted to share an intervention with everyone.

Scenario 3James is an intelligent young man but rarely is interested in completing classroom tasks. He is not afraid to share his opinions with his peers or with adults. He often questions the intelligence of peers and teachers. James enjoys being a leader in class activities of his choice. James was referred for secondary interventions where it was determined that a check-in check-out system would be put into place. This plan has been in effect for 2 weeks. However, it is becoming more difficult to engage him in many of the daily classroom tasks. When given an undesired directive, James will question the reason for the directive or will make negative comments loudly in front of his peers. When redirected, James will become argumentative with adults and make disrespectful comments using inappropriate language.

Now let’s plan interventions for some problem behaviors you identified!

Let’s take a look at some resources

http://www.pbisworld.com/

http://www.interventioncentral.org/home

https://sites.google.com/a/ccs.k12.nc.us/tiered-behavior-interventions/

Final Thoughts O Not every intervention will work for

every behavior or child- trial and error. O Express disappoint in the behavior

demonstrated- not the child. O Protect your own triggers and avoid the

power struggle trap! O Be consistent with praise and

consequences.O Train yourself to concentrate on the

positive.O Your not alone! Seek out assistance!

Sources O Akin-Little, K., Eckert, T., Lovett, B., & Little, S. (2004). Extrinsic

reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344–362.

O Horner, R.H. (July 14, 2009). Using rewards within school-wide PBS. Presentation at Maryland team training. Retrieved from http://www.pbis.org/presentations/default.aspx

O Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont, CA: Wadsworth/Thomson Learning.

O Positive Behavior Intervention and Support website http://www.pbis.orgO Dr. Mac’s behavior management site http://

www.behavioradvisor.com/TrainingVideo.html

Additional Resources

pbisworld.com www.intervention central.org