Psm behavior tier 2 8212

Problem Solving Training for Behavior

Tier 2Secondary Interventions

Overview

• Data Decision Rules• Behavior Basics• Data Tools• Classroom Implementation• Targeted Social Skill Instruction• Check In- Check Out

Expectations

• Be Responsible– Return promptly from breaks– Be an active participant

• Be Respectful– Turn off cell phone ringers – Listen attentively to others

• Be Kind– Participate in activities– Listen and respond appropriately to

others’ ideas

Attention Signal

• Trainer will raise his/her hand

• Participants will raise their hand and wait quietly

Group Activity

• Create a picture or visually document to describe where your school is with Problem Solving Implementation.– Accomplishments– Challenges

Core – Tier 1

GOAL: 100% of students achieve at high levels

Tier I: Begins with clear goals:

1.What do we expect all students to know, understand and do as a result of our instruction?

2.How will we know if these goals are met?

3.How will we respond when students do not meet the goals with initial instruction?

4.How will we respond when some students have already met the goals? (Batsche, 2010)

– What types of Behavioral Needs are not being addressed by our Behavior Core at an effectiveness rate of 80%?

– What data do we need to look at to determine this?

Questions your team needs to consider at Tier 1…

Supplemental – Tier II

< 20% of student Core + Supplemental

To Achieve Benchmarks

1.Where are the students performing now?

2.Where do we want them to be?

3.How long do we have to get them there?

4.How much do they have to grow per year/month to get there?

5.What resources will move them at that rate?

6.How will we monitor the growth of students receiving supplemental instruction?(Batsche, 2010)

• What types of Behavioral Needs are occurring for 10-15% of your population?

• What additional supports are needed to ensure success for students not responding to the core?

• What data are needed to respond to the questions above?

Questions your team needs to consider at Tier 2…

Team Initiated Problem Solving (TIPS) Model

DATA DECISION RULES

WHO is appropriate for Secondary interventions?

• Universal Behavior Screening Data• 2-5 office referrals

How can we use data?

• Can be used by teams to determine set points where students will be referred for additional support

• Individual schools must determine the timeframes for data decisions (2 – 5 ODRs per 9 weeks)

Primary PreventionSchool wide and

Classroomwide Systems for All Students,Staff, & Settings ~ 80% of Students

Secondary PreventionSpecialized Group

Systems for Students with At Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High Risk Behavior~5%

Data Decision Rules Examples...

0-1 ODR Referral

2-5 ODR Referrals

6 or more ODR referrals

Other data decision rules:-# referrals-# minor incident referrals-absences -teacher concern-behavior screening results

Data Decision Rule Examples Continued…

• Any student that is absent more than 3 days in one month (or one 4 week period) will be referred for intervention

• Any student who receives 2 or more ODRs within a 9-week period will be referred for intervention

• Any student who fails one or more classes will be invited to join a small group related to classroom success

Using ODRs to evaluate your continuum of supports

FOCUS ON...

More than 40% of students receive one or more office referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group

settings Small number of students destabilizing overall functioning of school

Individual Student Systems

Workbook

Team Time

• Discuss and document your data decision rules.

Visit the PSM wiki• Click on pages/files (right tab)• Look for Data decision team planning, then select download

BEHAVIOR BASICS

To correctly match appropriate interventions to problem behaviors, teams

will rely on the science of behavior.

TIPS – Step 1

Identify the Problem

DATA COLLECTION

& TOOLS

How do we identify the problem?

Not Measurable

fighting

swearing

talking out

out of areaon task

bothering

defiant

oppositional

inattentive

Measurable

Measurable or Not?

Objective Subjective

Every ten minutesContinuously

Talking during seatwork

Disobedient

Sometimes

Once or twice a week

Tapping pencil on desk

Five times each day

Hurrying through work

Repeatedly

Seldom

Bizarre

Bothering a neighbor

Leaning back in chair

Twice each period

Passing notes

Objective Descriptors

Developed by the Behavior Specialist Team of Wake County

Public Schools

The “Stranger Test”• Is the description of the behavior clearly defined?

• Would a stranger’s description match yours?

• If a stranger read your description, would they be able to identify the problem behavior?

Data Considerations:Clear Definition of Problem Behavior

Developed by the Behavior Specialist Team of Wake County Public Schools

Context

Frequency

Intensity

Duration

How often does the behavior occur?

How extreme is it?

How long

does it last?

Under what circumstances does it occur?

Data Considerations:Data to Collect

Data Collection Strategies

• What is already collected?– Anecdotal notes by teacher– Office referrals– Disciplinary actions

• What else can be collected? – Products from Consequences– Behavior Contracts– Checklists – DBRs– Direct Observation– Interviews

Direct Assessment – Frequency CountsBehavior Counting

Name ____Shamel ____ Week of __Nov 5, 200X______

Behavior to be counted ____Negative Comments to Peers: (Get out of my face. )

Mon. Tue. Wed. Thurs. Fri. Total

Arrival

Science

Reading

IIII IIIII II II IIIII IIIII IIIII I

I I I 3

II I III IIII I 11

IIII IIIII IIIII III IIIII IIII I 24

I II III 6

Direct Assessment – Duration RecordingRecord the elapsed time, usually in minutes, from onset to conclusion of target behavior. Be sure to indicate the date, and the activity in which the student was

engaged when the target behavior began to escalate.

Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____

Target Behavior: Tantrum (screams, lays on floor, throws items)

Behavior IncidentBriefly describe, making sure to note date, time, and any circumstances you think noteworthy.

Transition

Large Group

Small Group

Individual Work

Read Aloud

Read Silently

In Crowds

Library

Specials

Specific Subject

9:45-10:15, Mon, Nov 15Group was doing read aloud 9:35-10:15, Tue, Nov 16Went to an assembly in the gym#3 9:28-10:05, Fri, Nov 19Oral vocabulary test

Behavior

• What is the challenging behavior?• What can you observe?

– What does it look or sound like?

• Prioritize• Choose one

refusing to partic-ipate

cursing peers Leaving assigned area

tsBehavior

Setting Events

• What environmental, personal, situational or daily events impact the behavior?– Eating/Sleeping routines– Medical/Physical problems– Familial and staff interactions

• Do not immediately precede problem behavior

Setting Events

32Exhibits/reports

sicknessNo breakfast Missed the bus Visit with mom

Setting Event

Antecedent

• What happens immediately before the behavior?

• Predicts problem behavior• When, Where, With whom, Activity

– Time of day– Physical Setting– People present– Types of interactions (demands, directives,

Antecedent

Social

Direct

Consequence

• What happens immediately after the behavior?

• Gives student a reason to repeat the problem behavior

• Not related to punishment

Redirection Calling name

Outisde conference

Reminder Ignore Time-out0

Consequence: Pink=Attention Maintained; Purple=

Escape

2/6-2/16/07

cidents

Function …

• People behave for a reason - we call this “function”

• Function:• Does he/she get something?

• Tangibles, attention, stimulation, people, etc.• Does he/she avoid or escape

something?• People, activities, embarrassment, tasks, etc.

Only Two Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Stimulation/Sensory

Peerfrom Horner & Sugai at

www.pbis.org

TIPS – Step 2

Develop Hypothesis

Hypothesis Statements

Information about the problem behavior is used to write a hypothesis statement that helps us predict when the problem behavior is likely to occur and the function of that behavior.

When Estes is ___________ and __________ (happens), he

where/setting context/antecedent

typically responds by _________ to gain/avoid __________. behavior function

to access peer and teacher attention.

Hypothesis:When Estes is in language artsand the teacher is providing direct instruction

he typically responds by making verbal noises (ex. Burping)

Hypothesis Statements

http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

42http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html

ActivityWrite a hypothesis statement about Robert’s behavior

Identifying the function helps us :

• Choose an appropriate intervention– Will this intervention meet the functional

• Choose an appropriate replacement behavior– Alternative behavior taught to the

student– What you want the student to do instead– Must meet functional need

Redirection Calling name

Outisde conference

Reminder Ignore Time-out0

2/6-2/16/07

cidents

Which reinforcement would be most effective: a behavior plan that gives

student lunch with the teacher or a “drop an assignment” pass?

TIPS – Step 3

Discuss and select

Solutions

Some Secondary Solutions…

-Small Group Social Skills Instruction

-Check In/Check Out (CICO or BEP)

Targeted Social Skills Instruction

Students learn appropriate

behavior in the same way a child who

doesn’t know how to read learns to read—through instruction,

practice, feedback, and

encouragement.

Teaching Behavior

• Inappropriate behavior is viewed as a skill deficit

• Social skills training teaches students a process or strategy to resolve problems.

• Teaching behavior is used when a student needs to replace problem behavior with a more desirable behavior.

Two Types of Social Skill Deficits

• Skill deficits (cannot do)– Direct teaching approach

• Coaching, modeling, behavior rehearsal

• Performance deficits (will not do)– Incentive-based management approach

• Prompting, cuing, reinforcement• Prompted social initiations • Home and school rewards• Individual and group contingencies

Assessment of Social Skills

• Skill based deficit– Provide strong incentive to observe if

student can perform under such conditions.

Assessment of Social Skills

• Performance based deficit– Motivational deficit

• Observe if student performs skill following introduction of motivational strategy.

• motivation=value*belief in ability*get reward promised (Vroom, 1964)

– Discrimination deficit• Student frequently performs skill, but fails to

perform under specific circumstances.• Oblivious to social cues or social demands of

situation.

Social Skills Instruction

• Direct instruction– Skill based approach

• Social problem solving– Strategy based approach

• Opportunistic teaching (not enough alone)– Prompt students who have missed an

opportunity to practice a skill– Provide correction when skill is incorrectly or

inappropriately demonstrated– Debrief when student uses inappropriate

behavior in place of appropriate social skill

To effectively teachsocial skills you must ALWAYS

determine what you want the student to do INSTEAD

Social Skill Areas

• Cooperation skills• Assertion skills• Friendship skills• Empathy skills• Self-control skills• School and classroom skills

Social Skills Instruction for Small Groups

• Select & group students with similar needs

• Determine staff responsible• Determine best time for instruction• Select curricula & write lessons• Communicate with teacher and

parents• Evaluate effectiveness

• Select & group students with similar needs– Type of problem behavior– Intensity of problem behavior– Age/Developmental Level– Gender– Develop Group Behavior Management

• Determine staff responsible– Consider size of group and type of

problem behavior when assigning staff to (co) lead

• Determine best time for instruction– Lunchtime, After/Before School,

Rotating Schedule, intervention block

• Select curricula & write lessons– Consider students’ developmental level– Commercial curricula, online lessons, or

custom lessons– Materials needed– Meeting space requirements/limitations

Tell, Show. Practice, Assess and Repeat

WorkbookPg, 8

Generalization Strategies

• Provide a range of useful skill variations.

• Teach in the targeted setting.• When teaching, include peers the

target student is likely to encounter in the problem setting.

• Use a number of adults when teaching.

• Continue teaching for a sufficient amount of time.

• Communicate with teacher and parents–Written parent permission best

practice–Determine how

teacher(s)/parent(s) can encourage/participate (homework)

• Evaluate effectiveness–Pre/Post Data Comparison–Teacher/Parent Feedback–Student Assessment

Researched Based SS Curriculums

Second Step

Team Time

• Using your ODR data determine which social skills lessons and groups are most needed at your school, list

• when will lessons be taught• how will team ensure instruction is

occurring• Evidence of lessons• Possible reinforcers for participation

Assessing Social Skills lessons

Visit the PSM wiki

• Click on pages/files (right tab)• Look for Social Skills

Observation Checklist, then select download

Check-In Check-Out(CICO, aka BEP)

CICOFeatures: • Research-based intervention effective with

75% of students who participate• Students identified and receive support

within a week• Check-in and check-out daily with an adult

at school• Regular feedback and reinforcement from

teachers• Family component• Daily performance data used to evaluate

progress

10 Critical Features of CICO/BEP

1. Linked directly to school-wide expectations and/or academic goals

2. Continuously available for student participation

3. Implemented within 3 school days of determination that the student should receive the intervention

4. Can be modified based on assessment and/or outcome data

5. Includes structured prompts for ‘what to do’ in relevant situations

10 Critical Features of CICO/BEP continued…

6. Results in student receiving positive feedback from staff

7. Includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. Orientation materials provide information for staff/ subs./ volunteers who have students using the intervention

10. Opportunities to practice new skills are provided daily

Behavior Education Program (aka…

Why does the CICO work?

• Improved structure• Prompts throughout the day for correct behavior• System for linking student with at least one

• Increase in contingent feedback• Feedback occurs more often and is tied to

student behavior• Inappropriate behavior is less likely to be

rewarded

• Elevated reward for appropriate behavior• Adult and peer attention

• Linking school and home support• Organized to morph into a self-

management system

Is My School Ready to Implement a CICO System?

• School-wide system of behavior support in place (SET Score 80% or higher)

• Staff buy-in for implementation of the CICO

• Administrative support– Time & money allocated

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

changes in funding

• CICO implementation a top priority

How Do You Build Student and Staff “buy-in” for the CICO?

• Give CICO program a high profile in your school

• Promote CICO as positive support not punishment

• Collaboratively involve referring teachers in CICO process

• Provide regular feedback to staff, students, and families

Is It Really Resistance For Intervention?

Before Implementing a Secondary Intervention, You Must Ask:

Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?

Team Time

Use your workbook to begin planning for Social Skills and CICO implementation.

TIPS – Step 4

Develop and Implement Action Plan

Creating a Behavior Goal

• Clear goal needs to be set that can be evaluated using data

• Goals can be measured in the following ways:– % reduction– Absolute reduction– Satisfaction level

Tips for Writing Behavior Goals

• Use the baseline data as a guide for where you want behavior to go

• Intervention must match the goal statement

• Achievable and age appropriate (in comparison to peers)

• Must include a time frame

Example Behavior Goal

_______________ will (increase or decrease)(Student Name) (select one)

_________________________ by or to _________________

(Behavior) (% or number)

by _______________. (date/timeframe)

3 Questions that Action Plan must Answer

• What are you doing?• Who is doing it?

• By when?

TIPS – Step 5

Evaluate and Revise Action Plan

How do we Progress Monitor for Behavior?

• Daily Behavior Report = DBR• The DBR involves a brief rating of

target behavior over a specified period of time

• Additional examples at • http://www.interventioncentral.org/ind

ex.php/tools/197-behavior-report-card-generator

Characteristics of DBR

The DBR involves a brief rating of target behavior over a specified period of time – behavior(s) is specified– rating of the behavior(s) typically occurs at

least daily – obtained information is shared across

individuals (e.g., parents, teachers, students)

– the card is used to monitor • the effects of an intervention• as a component of an intervention

(Chafouleas, Riley-Tillman & McDougal, 2002)

How are DBR data summarized?

00.10.20.30.40.50.60.70.80.9

1Class on Time

Completed Work

Positive Participation

DBR Considerations

• Measures perception of behavior• “3 to 7” not “he is a 7”• No absolutes in Social Behavior• Rater Effects

Do we have a problem?

(Example of the PSM process for Behavior

Collect and Use

DevelopHypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan.

Team Initiated Problem Solving

(TIPS) Model

Identify Problems

Problem Statements• Write a “problem statement” that specifies

the precise nature of the problem• The more Ws (what, when, where, who,

why) you incorporate into the problem statement, the more precise the problem statement will be

• The more precise the problem statement, the easier it will be to generate a solution that “fits” the problem

Implementation and Evaluation

Precise Problem Statement, based on review of data

(What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt,

Reward, Correction, Extinction, Safety)

Who? By When?

Goal withTimeline, Fidelity & Outcome

Measures, & Updates

All teachers

11/1/10

11/3/10

JM will earn 80% of his daily points on his daily progress report per day for 4/5 days per week by 12/18/10

Problem-Solving Action Plan

We have 8 students with 2-5 ODRs from Sept. to Nov. for

primarily disrespectful behaviors in the morning

reading class and afternoon social studies class in order to

access peer and adult attention.

Re-teach Responsibility lessons

Implement CICO Reinforce on-task

behaviors with DPR

Write your Precise Problem

Statement here.

Collect and Use

Develop Hypothesis

Discuss andSelect

Evaluate andRevise

Action Plan.

(TIPS) Model

Identify Problems

Solutions – Generic Strategies

• Prevent – Remove or alter “trigger” for problem behavior

• Define & Teach – Define behavioral expectations; provide demonstration/instruction in expected behavior (alternative to problem behavior

• Reward/reinforce – The expected/alternative behavior when it occurs; prompt for it, as necessary

• Withhold reward/reinforcement – For the problem behavior, if possible (“Extinction”)

• Use non-rewarding/non-reinforcing corrective consequences – When problem behavior occurs

Although not a “solution strategy,” Safety may need to be considered (i.e., procedures that may be required to decrease likelihood of injuries or property damage)

Prevent “Trigger”

Define & Teach Reteach Respect lessonsImplement CICO to provide more frequent feedback and instruction about respectful behaviors.

Reward/Reinforce Reward students earning 80% of points on DPR

Withhold Reward

Corrective consequence

Safety

Trevor Test Middle School

Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily disrespectful behaviors n the morning reading class and afternoon social studies class in order

to access peer and adult attention.

Who? By When?

Measures, & Updates

All teachers

11/1/10

11/3/10

JM has received 2 ODRs during the first grading period for disruptive behaviors in the

classroom during reading possibly motivated by

attention.

Re-teach Respect lessons

Implement CICO Reinforce respectful behaviors with DPR

Write Solutions

Collect and Use

Develop Hypothesis

Discuss andSelect

Evaluate andRevise

Action Plan.

(TIPS) Model

Identify Problems

Who? By When?

Measures, & Updates

JA (cico)

All teachers

11/1/10

11/3/10

All 8 students will earn 80% of daily points on their daily progress report per day for 4/5 days per week by 12/18/10

attention.

behaviors with DPR

Document Implementati

on here.

Document

Goal here.

Collect and Use

Develop Hypothesis

Discuss andSelect

Evaluate andRevise

Action Plan.

(TIPS) Model

Identify Problems

1 2 3 4 5 6 7 80

CICO Avg Points Per Day

Who? By When?

Measures, & Updates

All teachers

11/1/10

11/3/10

attention.

behaviors with DPR

11/1 5 students are meeting 80%

goals consistently and might benefit from maintenance

plans. Three students are not making progress.

Consider modifying plan and/or adding

additional interventions.

Evaluate here.

Problem Solving Practice

• Use your disciplinary data to practice the problem solving process.

• Use the TIPS problem solving worksheet to assist you with the process.

Implementation Inventory

• Evaluates all three levels of implementation

• Considers Systems, Data, and Practices

• Goal is 80% in each area• Use this evaluation to continue to

develop and strengthen all three levels of your problem solving model.

Are we done YET??

• Using your Action Plan document complete the section on Behavior Tier 2.

• Complete the evaluation.

• Thank you!!!

Psm behavior tier 2 8212

office referrals

data decisions

data considerations

data decisionrules

data decision rules11

students withat risk

data decision team planning

data decision rules

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