Behavior Support Team Retreat - Institute on · PDF Acknowledgements • CEBIS at SERESC, SLC, IOD: New Hampshire PBIS Network • George Sugai, Rob Horner: OSEP Technical

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Behavior Support Team Retreat:

Leading Your Team to Function Based Supports

Kathy Francoeur, M.Ed. Institute on Disability, UNH

April 6, 2016

4/7/2016

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Acknowledgements

• CEBIS at SERESC, SLC, IOD: New Hampshire PBIS Network

• George Sugai, Rob Horner: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (www.pbis.org)

• Steve Goodman & Beth Steenwyck – Michigan Implementation Network:

www.min.cenmi.org – Michigan’s Integrated Behavior and Learning Support

Initiative (MiBLSi): Miblsi.cenmi.org

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Agenda for the Day • Team Structure & Processes

• Understanding where your are in the process: TFI: Team time

• Data Decision Rules for Student Identification

• Increasing efficiency around FBA/BIP implementation

• Review Team Goals & Report Out

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Our Expectations

Expectations Leadership Team Training

Be Responsible Make sure you are comfortable & that your personal needs are met Address question/activity in group time before discussing “other” topics Address your attention to the topic and task Ask questions

Be Respectful Turn cell phones, beepers, PDA’s, and pagers off or to vibrate/silent Limit the use of “screens” unless you require them for disability augmentive purposes. Respect and consider every idea Contribute to activities and conversations

Be Prepared Bring an open mind Follow through

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List 3-5 Objectives for the Day Consider these questions: • Where are we in our implementation? • What do I hope to learn? • What will I do with what I learned?

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Primary Prevention: School-wide/Classroom/

Non-classroom Systems for All Students,

Staff, & Settings

Secondary Prevention: Targeted

Systems for Students with At-Risk Behavior

Tertiary Prevention: Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SCHOOL-WIDE

POSITIVE BEHAVIOR SUPPORT

Today’s focus

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Referrals per Student

0

10

20

Numb

er of

Refer

rals p

er Stu

dent

Students

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A Context for PBIS & Function Based Support

• Behavior support is the redesign of environments, not the redesign of individuals

• Positive Behavior Support plans define changes in the behavior of those who will implement the plan. A behavior support plan describes what we will do differently.

Rob Horner- University of Oregon

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Targeted Group Interventions and Functions of Behavior

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

• Peer Attention Examples: – Social Skills Instruction (when done in groups) – Peer Mentoring or Tutoring – Self-monitoring system with Peer Share Component – Interest groups with peers with like interests

• Academic task avoidance or social avoidance by teaching academic or social skills: – Organization Skills – Homework Planning or Completion Club/Group – Tutoring – Social Skills Instruction

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The BIG Idea

FUNCTION MATTERS

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Tier 2: Basic Team Features & Readiness

Features • Effective & Efficient Team Process • Serve the ‘right’ need • Have group interventions

ready and implement with fidelity

Use data to evidence success • Use data to drive decisions • Know when supports must be

individualized and/or more comprehensive (refer for plan development to folks with expertise)

Readiness • Tier 1 system is in place. • Full administrative and staff

support • People & Skills • Understands functioned-based

perspective • Develops Tier 2 interventions • Ready to coach staff in

Interventions • Distinguish between students

needing Tier 2 and Tier 3 Supports

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Child Study Team (Tier II: Behavior Support

Team Support Team)

Universal Team

Intensive Team (Tier III: Individualized

Intensive Support)

3-Tiered System of Support at KHS

Plans school-wide and class supports

Universal Supports

Apply Universal Classroom Strategies

•Standing team • Uses Process data • Determines overall intervention effectiveness • Uses small group interventions based on function of behavior

• Uses Process data •Determines overall intervention effectiveness •Uses Comprehensive FBA/BIP process

Check and Connect, Mentoring

Academic Support

Ed Options, VLACS, Reading /Writing/Math Labs

Work Based Learning

Group with Individual Feature (JAG)

Brief FBA

* Adapted from Illinois PBIS Network

ALP

Reduced Schedule &

EA Combo

Eagle Academy

GED

Job Corp

Comprehensive FBA

Other Considerations:

•Special Ed Referral

•Home Tutoring – (discussion pt)

•Home Visits (open communication lines)

•Mental Health Counseling

•Substance Abuse Counseling

•Medical Examination Referral

•Court Involvement

•Referral to Community Agency Supports

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Tier 2 Team Membership

• Principal or Asst. Principal • Universal SW-PBS team member • Faculty with expertise in behavior assessment

and interventions • General Educator with expertise in academic

assessment and intervention

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Team Roles & Responsibilities

1) Chairperson/Facilitator

2) Recorder/Secretary

3) Data-base Manager

4) Time Keeper

5) Communication Coordinator

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Team Meetings

• The Tier 2 Team meets once every two weeks. • The team utilizes an agenda and follows a

standard format: – Data check for students with multiple minors or

majors – Assign additional data collection for students who

meet data decision rule – Update on student progress

• Fidelity of Implementation – Faculty support

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Activity: Team Time

• Complete Tiered Fidelity Checklist • Review Team Features & Process • Start Goal Setting

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Reflection on Team Meeting Process

What Works

What Doesn’t

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Break

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Identify/Screen Non-Responders

• Data Decision Rules – ODR/Classroom Minors – Attendance – Grades

• Teacher Nomination/Request for Assistance – Short/simple – Designed for quick response

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Identify Function & Match to Research-Based Intervention

• The schools utilize the Competing Pathway Model to identify the function of each student’s behavior.

• The schools have developed 2 interventions at this time

– Academic Assistance Groups

– Check-In/Check-Out

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Monitoring Progress, Evaluating Progress and Making Decisions

• Tier 2 team identifies goal(s) and timeline for implementation for each student.

• Progress Monitor weekly using criteria for placement in Tier 2 (monitor ODR, classroom minor, or behavior cited on nomination form)

• Team makes determination from progress review: maintain, fade, change intervention

Continuum of Supports

Brief FBA/BSP Behavior Education Program Small

Group Targeted Group Skill Instruction

Check In/Check Out (CICO)

Wraparound

Complex FBA/BSP

Universal PBIS

Classroom Level PBIS

Classroom Consultation

Monitor the progress and outcomes of the SYSTEM

Monitor the progress and outcomes of all STUDENTS

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Video of Effective Team Process

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Problem Identification Step 1 • What problem behaviors are occurring? • When & Where are the problem behaviors occurring? • Who is involved?

Problem Analysis Step 2

• Why are problem behaviors occurring? • What is the function?

Intervention Development and Implementation Step 3

• Match the intervention to the function

Step 4 Progress Monitoring and Evaluation

• Response to intervention

Problem-Solving Logic

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Data Decision Rules for Student Identification

• Current data – Attendance – Discipline (Major/Minor) – Tardy to class – F- List

• Where do we as a team establish the indicator level?

• What intervention(s) are available?

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Non-Response Criteria

for Secondary Systems (Tier 2)

• Tier 2 (or secondary systems) supports may be activated through different channels

Office Discipline Referral system

Criteria: a minimum of 3 ODR’s in a

month

Academic Data Criteria: Student has 2 or more F’s

in a quarter

Other Indicators Criteria: 5-10 nurse visits

in 2 weeks; Increase parent/teacher concerns in low grades

and homework completion

Secondary Systems (Tier 2) Activation

Attendance Data Criteria: 5

absences in a quarter

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Tier 2 Selection Process

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Concern Data Decision Rule Data Source

Attendance • 3 unexcused absences in a quarter

• Accumulation 3 Tardies in a 2 week period

Attendance data

Social Behavior • 3-5 major ODR’s • 3-5 minors in a 1 month period • Teacher perception/observation

SWIS Teacher nomination

Academics • 65% on combined homework and assessment

• 3 or more missing class assignments

Power school

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Team Discussion

• What are your data decision rules? • What data sources do you have readily

available? • What interventions are easily accessed

matched to function and need?

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What is “Function of Behavior”?

The Function of Behavior refers to what is gained or

avoided as a result of a behavior

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Functions of Behavior

• Attention – Adult or Peer

• Escape – Academics, Adults, Peers, or Environment

• Tangible – To gain something

• Sensory – To avoid or receive environmental stimuli

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Purposes of Functional Behavioral Assessment

• Create order out of chaos

• Improve the effectiveness and efficiency of behavior support efforts

• Professional accountability

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Functional Assessment of Behavior “BIG IDEAS”

• Functional behavior assessment is a problem solving process – a way to think about behavior systematically.

“FBA can be done in your head.”

• Functional assessment identifies the events that reliably predict AND maintain problem behavior.

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Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior &

Response Class

Testable Hypothesis “Basic Unit”

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA • Directly guides development of BIP

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Setting Events

Triggering Antecedents

Problem Behavior

Behavior Pathway: ABC’s of Behavior

Maintaining Consequence

Function? (What is the child

getting or avoiding as a result of the behavior)

what happens right before a

behavior occurs

what happens right after a behavior

occurs; consequences

which increase a specific behavior

what does the behavior look

like

bigger picture; what happened

earlier in the day that contributes

to behavior

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The ABC’s of Behavior

• Antecedents – what happens right before a behavior occurs

• Behavior – what does the behavior look like • Consequences – what happens right after a

behavior occurs • Reinforcers – consequences which increase a

specific behavior • Setting Events- bigger picture (missed medication,

missed meals, academic failure, peer conflict).

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When You Can Predict, You Can Prevent

Jen: Occurs at 10:30; she meets friend who has a job in the office.

Chad: Occurs when assigned a writing task; gets

sent to ISS where he sits quietly till end of class.

Joe: Occurs sporadically; spends at least 15 minutes talking with Assistant Principal.

Could knowing function influence our thinking about discipline practices with these students?

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3 Key Strategies

• Identify how to intervene early in an escalation.

• Identify environmental factors that can be manipulated.

• Identify replacement behaviors that can be taught & serve similar function

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Setting Events Triggering Antecedents

Maintaining Consequences

Problem Behavior

Jack gets into arguments with his math teacher if she asks him to correct his mistakes. As a result of this behavior Jack often avoids work and gains the teacher’s attention. This is more likely to happen if he has had difficulty with another subject prior to coming to math.

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Setting Events Difficulty with another subject before math

Triggering Antecedents

Asked to correct his

mistakes

Maintaining Consequences

Avoids work

Problem Behavior

argues

Jack gets into arguments with his math teacher if she asks him to correct his mistakes. As a result of this behavior Jack often avoids work and gains the teacher’s attention. This is more likely to happen if he has had difficulty with another subject prior to coming to math.

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Setting Events

Triggering Antecedents

Problem Behavior

Simple Behavior Pathway is the basic working unit of an FBA

Maintaining Consequence

Function? (What is the child

getting or avoiding as a result of the behavior)

Repeated loud talking disrupting others from their work

Teacher Gives Writing Assignment

Homework not done

Teacher requests quiet then removes to hallway; gives zero on assignment

Can I Impact the antecedent so student is less likely to need

to escape (or…less likely to need to gain attention…) thru

inappropriate behavior ….?

Replacement Behavior: What could we teach

student to do so he could achieve

function in a pro-social way?

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Setting Event Modifications

Antecedent Modifications

Consequence Manipulations

Behavior Modifications

(Skills to Teach)

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Setting Event Strategies

Antecedent Strategies

Behavior Teaching Strategies

Consequence Strategies

Assess if math curriculum is at appropriate level Additional instruction in math 1:1 instruction in math Crone, D., & Horner, R. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press

Define expectations Give movement break Give pre-corrections Move desk to quiet area Assign peer tutor

Teach expectations Teach about reward system Teach to ask for help through role-play

Reward expectations Ignore inappropriate behavior Earn “attention tickets” Earn other tangibles (arts supplies or time to work on art

Interventions Strategies

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Testable Hypothesis: Tom will refuse to work, will shout at the teacher and will slam his book loudly in order to get peer and teacher attention. This is behavior is more likely to happen prior to recess, unstructured times and with work he feels he can’t do on his own.

Setting event Antecedent Response Consequence

• 1:1 aide Absent • History of academic failure

Difficult tasks prior to recess to do without aide

Refuses to do work Slams book Disturbs students

Teacher attention Peer attention Gets out of doing work

What function? Teacher attention

Peer attention

Crone, D., & Horner, R. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford Press

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BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

On Mondays and/or when up all of the

night before.

Daily nongraded quiz on previous night’s

homework

Verbal protests, slump in chair, walks out of

room.

Avoids doing quiz & homework discussion.

Do quiz without complaints.

Discussion about answers & homework.

Turn in with name & sit quietly w/o interrupting.

+ Give time to review homework. + Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz. + Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers.

Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

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Steps for Creating Positive Function – Based Support Plans

1. Complete the Competing Pathway Chart 2. Create a Function-Based Summary Statement 3. Identify the Replacement behaviors that meet the

function 4. Identify intervention strategies with student

strengths and interests in mind 5. Develop a Plan to Monitor Progress 6. Develop and Action Plan to Implement BSP 7. Implement and evaluate the plan.

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Elements of “Good” Behavior Support Planning

• Operational descriptions of problem behavior

• Observable, measurable

• Hypothesis Statement – Function(s) of the behavior

• Identification of problem routines – “Routine” = a sequence of behaviors that produce a

socially important outcome – Define daily schedule (what done, when) – Identify parts of schedule most likely to be associated

with problem behavior – Assess common elements of problem routines

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Team Time

• Looking at data decision rules who might benefit from a Simple FBA?

• Select 1 or 2 students you have concerns about through the data and using the completed behavior pathway, develop a testable hypothesis

• What are some replacement behaviors? • As a team, develop Intervention strategies

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Somersworth High School: Tier 2 BSP Outcomes (n=18 )

Num

bers

per

sem

este

r/st

uden

t

Semesters or Quarters in BEP

* Significant change in ODRs and ISS: p<.05

0

1

2

3

4

5

6

Baseline Time 1 Time 2 Time 3

BSP

CreditsearnedODRs*

UnexcusedAbsencesISS*

OSS

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The Final Word

• It is not fair to expect anyone to exhibit a behavior which has never been taught

• The key to changing inappropriate behaviors is replacing them with appropriate behaviors that serve the same function

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Upcoming Workshops

2016 Conference on School Culture, Climate and Positive Behavior Support

August 11th & 12th

SERESC Event & Conference Center Bedford, NH

www.iod.unh.edu/summerconference2016

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Resources for Implementing the BEP

• Crone, Horner, & Hawken (2004).

Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press

• Hawken, Pettersson, Mootz, &

Anderson (2006). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press

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Thank You!

Kathy Francoeur, M.Ed. PBIS Facilitator/RENEW Trainer

IOD, University of New Hampshire 10 West Edge Drive Durham, NH 03824

603-863-0318 [email protected]

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