HPS DEVELOPING TIER 3 I-PBIS SYSTEMS THROUGH TECHNICAL ASSISTANCE TEAMS APRIL 26, 2013 Jake Olsen, Professional Counselor, Cedarhurst Elementary Sue Vande.

HPS DEVELOPING TIER 3 I-PBIS SYSTEMS

THROUGH TECHNICAL ASSISTANCE TEAMS

APRIL 26, 2013

Jake Olsen, Professional Counselor, Cedarhurst Elementary

Sue Vande Voort, HPS PBIS Specialist, ERAC

WELCOME

Logistics Clock hours Sign in Sheet Restrooms Computer lab With Trisha- ISIS Sign up sheet for a notebook (one per

school team)

QUESTIONS??

Parking Lot Sticky notes

ENTRY TASK:PRIVATE THINK TIME FOR 1 MINUTE, THEN TURN AND TALK TO YOUR PARTNER

What do you know already about Tier 3 systems?

What staff members should participate on a Tier 3 team?

What does TAT stand for? What is an FBA? What does FBA stand

for? Do you know the steps in the FBA process?

HSD DISTRICT IPBIS (TIER III) History (UW Grant support for original

schools) HSD initial training (April 26th) HSD follow up training for teams (June

19-20th Secondary; August 21-22st Elementary)

Ongoing support through HSD PBIS Coordinators

FOCUS OF TODAYObjectives: Developing a PBIS Tier 3 Team (formation) Explain PBIS Tier 3 structure Develop an Efficient Team Process for Implementing a Tier 3 I-PBIS System Identify core features for developing and understanding and FBA

(Functional Behavior Assessment) and using the FACTS as well as learning how it fits into the Tier III Process.

Become familiar with essential forms & tools for assessment, monitoring progress & measuring fidelity of implementation

Next steps: Continuous PD- June and August trainings, NWPBIS conference, WA State

PBIS Conference, Chicago Leadership Forum, etc.• Behavior expertise• Function of behavior training

SCHOOL READINESS– Tier I SW PBIS supports in place– Tier II Targeted interventions available

• Evidence based-address functions of student problem behavior (CCE, Second Step, Student Success Skills etc.)

– Classroom PBIS implemented/classroom support systems in place (Class set up and Coaching support available)

– TAT in place – Check SWIS data

• How many students have 6 or more major referrals?• How many students are not responding to tier II intervention

- SET, TIC, BOQ, BAT, MATT (PBISAssessment.org or PBIS.org)

SCHOOL READINESSMATT Monitoring of Advanced Tiers Tool (MATT)

The Monitoring Advanced Tiers Tool (MATT) is a coach-guided, self-assessment tool that allows school teams to progress monitor their initial implementation of Tier II (secondary, targeted) and Tier III (tertiary, intensive) behavior support systems within their school.

-Team Scoring Guide-Action Plan

https://www.pbisapps.org/Applications/Pages/PBIS-Assessment-Surveys.aspx#matt

TEAM FORMATION– Coordinator– Active/participating administrator– Behavioral expertise (School Counselor, School

Psychologist, Special Ed Teacher, Teacher/Staff with behavioral knowledge, Behavior Specialist)

– Classroom Teacher– Other school staff that work with student– Additional supports for wrap around services

• Mental Health Professionals• Medical Services• Social Worker• Community Agencies

TEAM FORMATION Team member roles

Norms Coordinator (Coordinator Roles) Case Managers (Case Manager Roles) Meeting Note Taker Time Keeper Data

HOW CAN HIGHLINE SUSTAIN & EXPAND PBIS TO ALL SCHOOLS?

CONTEXT: SCHOOL-WIDE PBIS

Universal Interventions:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Group Interventions:

Specialized GroupSystems for Students with

At-Risk Behaviour

Intensive Individual Interventions:

Specialized Individualized

Systems for Students with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

CONTINUUM OF ASSESSMENT & INTERVENTION

Intensive

Targeted

Universal School-Wide Assessment

School-Wide Prevention Systems

Student Referral Data (ODRs)

“Tweak”/ Small change to CICO

Basic CICO

InterventionAssessm

entBorderline Initial

CICO Data

TYPICAL REASONS CICO MAY NOT BE WORKING FOR AN INDIVIDUAL STUDENT

1) Low fidelity of implementation2) The student needs more

instruction on how to use the program

3) The rewards are not powerful or desirable for the student

4) The program does not match the function of the problem behavior

5) The student requires more intensive, individualized support

AddressImplementation

Issue

Individualize Tier 2

Escalate to Tier 3 Support

CONTINUUM OF ASSESSMENT & INTERVENTION

Intensive

Targeted

Universal School-Wide Assessment

School-Wide Prevention Systems

Student Referral Data (ODRs)

Refer to Tier 3 team: Practical FBA

“Tweak”/ Small change to CICO

Basic CICO

Modified CICO Matched to FunctionInterventionAsse

ssment

Borderline Initial CICO Data

Non-Responder Preliminary FBA

Individualized Behavior Support Plan

SCHOOL WIDE POSITIVE BEHAVIOR SUPPORT

- Whole-school approach to discipline, modeled on a multi tiered framework - Focus on student outcomes, research-validated practices, organizational systems, and data-based decision making to achieve academic and behavioral success

TECHNICAL ASSISTANCE TEAM

Systems Action plan & goals TAT Team Training/Ongoing Professional

Development Prevention & Referrals Communication FBA Training Embedded Faculty & Staff Training

TECHNICAL ASSISTANCE TEAMS

Practices FBA FBA Interventions Differentiated and individualized instruction Routines & Structure (Practice with Feedback and

Across Settings) Explicit Feedback & Coaching Implementation with fidelity Reinforcement (5:1 Correction Ration,

Acknowledgment system) Individualized Continuum of Consequences

TIER 3 TECHNICAL ASSISTANCE TEAM Data

Universal Screening & Parent Survey Individualized Student Reports ODR’s Request for Assistance & FACTS Attendance and achievement data Student File Review

TAT TEAM PROCESS1. Identify target students2. Initial data collection

Universal Classroom Elements formCurrent Tier 2 Interventions & DataProblem solving

3. Functional Behavior Assessment (FBA)4. Intervention based upon the function

of the behavior5. Coaching & Monitoring

TIER III/TAT PROCESS1. Referral Process-Request For

Assistance Use existing/develop referral form for

students needing behavioral support

May be a part of a larger tiered behavior referral system, flow chart, screening system

Communicate and train all staff on referral system

CRITICAL FEATURES OF REQUEST FOR ASSISTANCE FORMS

Demographic Information (teacher and student)

Definition of problem Routines analysis What has been tried Possible motivation

TIER III/TAT PROCESS

2. Initial Data Collection– *Universal Classroom Elements– *Tier II/Other Interventions and Data– Additional Problem solving related to

above

*May include additional data related to tier II interventions and referral (Classroom Checklist, Motivation Menu etc.)

TEAM PROCESS If Universal Classroom Elements are in place

and Student has received a solid tier II level

intervention matched to the function of behavior for the environment where problem behavior occurs and

Tier II level intervention(s) have not changed behavior (have to have data to show this-no hunches allowed) then

Team makes decision about next steps (classroom support, tier II level intervention, tier III level intervention)

TIER III/TAT PROCESS Functional Behavior Assessment

Assesses "why" a behavior occurs There are direct and indirect ways to do an

FBA Goal is to use FBA to drive specific

behavior interventions (match intervention to function of behavior)

FACTS (Functional Assessment Checklist for Teachers and Staff) is an Indirect, Efficient FBA

FACTS Purpose: To identify when, where, and why the behaviors are occurring. To develop a summary statement of the behavior that we can

observe to determine the function (why) of a student’s behavior. To narrow the focus to a specific pattern of behavior in order to

develop an effective intervention

Steps: Interview will ask about the student’s behaviors, the routines in which they occur, what happens before the behavior, and what happens after the behavior.

How long? 30-40 minutes

Remember to select only one function (based on the #1ranked response) for the hypothesis statement

Define behavior in observable & measurable termsAsk about behavior by interviewing staff & student

-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur

See the behavior-observe the behavior during routines specified-observe to verify summary from interviews

Hypothesize: a final summary of where, when & why behaviors occur

Practical FBA processD.A.S.H.

STEP 1: STUDENT INFORMATION

Demographic Information: Record student name, who was Interviewed, and the date the interview was completed. RecordAs well the name of the person who administered the interview.

STEP 2: STUDENT PROFILE

When conducting a FACTS interview always start with the student’s strengths.

-at least 3 strengthsAcademic strengths Social/RecreationalOther

https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/pbis-tier-3/fba-1/fba

STEP 3:IDENTIFY PROBLEM BEHAVIOR

Obtain a global idea of what the problem behavior is. If there are multiple Problem behaviors, of concern, check all that apply and circle the ones of Greatest concern.

STEP 4: IDENTIFYING ROUTINES -FACTS Part-A Routines Analysis

-List the student’s daily schedule, likelihood of problem behavior, specific problem behavior, and current interventions

https://sites.google.com/a/clackesd.k12.or.us/cesdpbis/pbis-tier-3/fba-1/fba

STEP 4:ASK: WHERE, WHEN, & WITH WHOMPROBLEM BEHAVIORS ARE MORE LIKELY

Time: List the times that define changes in the student’s daily schedule.

Activity & Staff: Have them identify the activity or routine (e.g. small group instruction, math, transition, etc.) & staff members during this routine.

Likelihood of problem behavior: have them rate the likelihood of problem behavior during each time/activity/routine from 1 (low) to 6 (High)

Problem Behavior: Indicate the specific problem behaviors for ratings of 4, 5, or 6

Current Intervention:Indicate any

interventions currently in place for the problem behavior during this time

FACTS PART-A ROUTINES ANALYSIS Time Activity/

StaffLikelihood of Problem Behavior

Specific Problem Behavior

Low 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

FACTS PART-AROUTINES ANALYSIS EXAMPLE: JOETime Activity/

StaffLikelihood of Problem Behavior

Specific Problem Behavior

8:30-9:30

Math – Jones

Low High 1 2 3 4 5 6

Walking around the room, throwing pencil, tearing up paper, disruptive

9:30-9:45

Handwriting Jones

1 2 3 4 5 6 Talking to peers

9:45-10:00

Recess – Rice

1 2 3 4 5 6 No problems

10:00-11:00

Reading – Sparks

1 2 3 4 5 6 Walking around the room, pushing books on floor, tearing up paper, disruptive

11:00-11:30

Science – Jones

1 2 3 4 5 6 Talking to peers

11:30-12:15

Lunch - Rice

1 2 3 4 5 6 No problem, but got in fight 2 mos. ago

STEP #5: LIST THE ROUTINES IN ORDER OF PRIORITY FOR BEHAVIOR SUPPORT

Examine the Routines Analysis: Identify which times/routines with the highest

ratings? (Ratings of 4, 5, or 6)

Differentiate separate routines: Select between 1 to 3 routines for further analysis

and prioritize which routine you will begin with. If you determine that there are more

than 2 distinct routines identified, refer the case to a behavior specialist.

Select the single most prioritized routine to focus on for FACTS-B

IDENTIFY JOE’S PRIORITIZED ROUTINETime Activity/

StaffLikelihood of Problem Behavior

Specific Problem Behavior

8:30-9:30

Math – Jones

Low High 1 2 3 4 5 6

Walking around the room, throwing pencil, tearing up paper, disruptive

9:30-9:45

Handwriting Jones

1 2 3 4 5 6 Talking to peers

9:45-10:00

Recess – Rice

1 2 3 4 5 6 No problems

10:00-11:00

Reading – Sparks

1 2 3 4 5 6 Walking around the room, pushing books on floor, tearing up paper, disruptive

11:00-11:30

Science – Jones

1 2 3 4 5 6 Talking to peers

11:30-12:15

Lunch - Rice

1 2 3 4 5 6 No problem, but got in fight 2 mos. ago

#1

#2

LIST THE ROUTINES IN ORDER OF PRIORITY

•Select routines with ratings of 5 or 6. Write the name of the routine and most common problem behavior(s) in that routine.

• Once you have identified a priority routine:• Make sure that throughout your interview, you continue to remind

the interviewee that you are only focusing on behavior in the target routine.

• Complete the FACTS-Part B for each of the prioritized routine(s) identified.

FUNCTIONAL ASSESSMENT CHECKLIST FOR TEACHERS & STAFF

FACTS PART B

STEPS 1 & 2STUDENT INFORMATION

ROUTINE/ACTIVITIES/CONTENT

STEP #3: PROVIDE DETAIL ABOUT THE PROBLEM BEHAVIOR.

• Provide a brief description of exactly what the behaviors look like (observable & measurable)

• This definition should be so clear that you could clearly identify when the behavior does or does not occur

DANGEROUS BEHAVIOR OR NOT? Striking another student with their

fist Tapping other students Throwing paper across the room Throwing scissors at other students Slams hand on desk Slams head on desk Calls other students namesRemember if student is exhibiting

dangerous behavior implement behavior response system first.

REMEMBER THE ABC’S OF UNDERSTANDING THE

FUNCTION OF BEHAVIOR

What happens before (A or antecedent) the behavior occurs?

What is the behavior (B)? What happens after (C or

consequence) the behavior occurs?A B C

STEP 4: SETTING EVENTS (SE)· Environmental events that have an

indirect impact on problem behavior by changing the significance of the antecedent or consequence

· Either increase or decrease the likelihood that a behavior will occur

Setting

EventsAntecedentsBehaviorConsequence

STEP 4: WHAT ARE THE EVENTS THAT PREDICT WHEN THE PROBLEM BEHAVIOR WILL OCCUR? (PREDICTORS)

Also Known as “Setting Events”Remember that setting events do not usually occur in the immediate routine or environment.Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events.

Follow-up QuestionsAfter identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

STEP #5: WHAT CONSEQUENCES APPEAR MOST LIKELY TO MAINTAIN THE PROBLEM BEHAVIOR?

What happens immediately following the behavior? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses occur

following the problem behavior?

Why is the student engaging in this behavior? What is the student gaining as a result of engaging in the

behavior? How is it paying off for the student? What is the most valuable payoff for the student?

STEP #6: SUMMARIZE THE INTERVIEW USING THE SUMMARY OF BEHAVIOR

The result of a FACTS is a Summary of Behavior

To complete each of the boxes in the Summary of Behavior take the information from the corresponding boxes from the FACTS-B form.

Write the highest ranked item from each section: Antecedents, Consequences, Setting Events

Write the description of the problem behavior(s) from the top of Part-B

STEP #6: SUMMARY OF BEHAVIOR

Questions to Ask Yourself When Completing Summary of Behavior:

• Have you identified a specific routine so the information collected about the behavior can be focused & specific?

• Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring?

• Is the behavioral definition clear enough?• Have you clearly identified any escalating behavior patterns?• Have you clearly identified the environmental responses to behavior

(staff or peer) linked with the function of behavior?

ACTIVITY: AFTER COMPLETING THE SUMMARY OF BEHAVIOR, READ THE SUMMARY BACK TO THE RESPONDENT

Use the following format: “During (insert target routine), (insert

student name) is likely to (insert problem behavior) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function)

Do you agree with this summary of behavior?”

STEP #7: ASK THE RESPONDENT TO RATE THE EXTENT THEY BELIEVE THE SUMMARY OF BEHAVIOR IS ACCURATE ON THE 6 POINT SCALE PROVIDED

STEP #8: WHAT CURRENT EFFORTS HAVE BEEN USED TO CONTROL THE PROBLEM BEHAVIOR?

It is important to try a number of interventions prior to this process. Remember to give intervention and/or adaptation time to work. Some times interventions fail because we do not give it enough time.

ACTIVITYWhich of the following student cases in

which a Practical FBA is not sufficient and should be referred to a behavioral specialist: Student argues with the teacher. Student pulls the teachers hair. Student punches another student. Student slams books on the desk. Student runs around in the classroom. Student jumps out of the classroom

window.

TIME TO GET THE FACTS? Some ideas of when to interview

teachers? Grade level meetings During their prep/break/lunch Before/Afterschool

TIER III/TAT PROCESS

With your team: Review the FACTS to become familiar Complete with team member acting as

teacher or interviewee Use a real student at your school or make

one up for this practice

TIER III TRACKING TOOL

EXIT TICKET: ONE MINUTE RESPONSE 1. Most important thing you learned

today 2. Main unanswered question you

leave class with today 3.Muddiest point (most confused about)

WE THANK YOU AND APPRECIATE YOU… “When used early for students identified

at-risk for serious behavioral problems, Practical FBA methods may prevent the escalation of student behaviors that, if left untreated, may require more intrusive methods”.

-Sheldon Loman, PhD, Portland State University & Christopher Borgmeier, PhD, Portland State University

58

References: