Positive Behavior Support: Response to Intervention University of South Florida 2009.

Positive Behavior Support: Response to

Intervention

University of South Florida2009

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Florida’s PBS Project

Our Mission• Increasing the capacity of Florida’s school

districts to address problem behavior using positive behavior support.

What we do…• Provide training and technical assistance to

districts across the state in the development and implementation of positive behavior supports at all Tiers.

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Time Cost of a Discipline Referral

(Averaged to 45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 HoursLOST!

3000 HoursLOST!

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Federal & State Support• Intervention of choice in IDEA 2004• Supports NCLB• Positive Behavior for Effective Schools

Act*• Florida’s EBD Rule, 2007• Florida’s Bullying & Harassment

Prevention policy, 2008• RtI:

http://www.fldoe.org/Schools/florida-reponse-to-intervention.asp– Universal (Tier 1) intervention– Evidence-based– Higher levels of PBS includes Tiers 2 & 3– Data-based, structured problem-solving process

Three-Tiered Model of School Supports & the Problem-solving Process

ACADEMIC SYSTEMS

Tier 3: Comprehensive & Intensive Students who need individualized interventions.

Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum.

Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.

BEHAVIOR SYSTEMS

Tier 3: Intensive Interventions Students who need individualized intervention.

Tier 2: Targeted Group Interventions Students who need more support in addition to school-wide positive behavior program.

Tier 1: Universal Interventions All students in all settings.

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Core Principles of PBS

• Team process• Facilitated leadership• School and district action planning• Data-based decision-making• Flexibility with fidelity of

implementation• Working smarter, not harder• Emphasizing prevention, teaching

and effective consequences

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PBS is RtI for Behavior

Behavior– Referred to as PBS

Academics– Referred to as RtI

Regardless of student problem, i.e., behavior, academic or combination, schools utilize a problem solving process to assess,

intervene, monitor and evaluate interventions across 3 tiers.

3 tier system established to provide support for students struggling with behavior/academic issues

Tier 1 = School-Wide/Universal Tier 2 = Targeted

Group/Supplemental Tier 3 = Individual/Intensive

PBS and Response to Intervention

Tier 1: SW-PBS

Classroom PBSUniversal Screening

Tier 1

• School-Wide PBS, Classroom PBS

• Universal screening

• Integrity of PBS system use

Tier 2

• Exposure to SW system

• Social Skills groups

• Targeted “standard” interventions

• More frequent progress monitoring Tier 3

• Individual PBS

• Specific, individualized interventions based on FBA

• Frequent progress monitoring

• Consideration of special education, alternative setting

Individualized, Intensive Support

Tier 2: Targeted Groups

Tier 3

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Problem Solving Steps

Step 1: Identify the Problem

Step 2: Analyze the Problem

Step 3: Develop and Implement the Plan

Step 4: Evaluate the Plan(Response to Intervention)

What do we do about it?

What’s the problem?

How do we do it?

Is it working?Why is it happening?

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Tier 1 Example

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Average Referrals per Day per Month

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Average Referral Per Day Per Month

What patterns do you see?What trends are apparent?How do months compare across years?What other info might you want?

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Referrals by Location

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Referrals by Location by Behavior

Hallway / Breezeway

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Referrals by Location by Time

Hallway / Breezeway

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Referrals by Location by Grade

Hallway / Breezeway

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Referrals by Grade from 7-8:30 a.m.

Hallway / Breezeway

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Step 1: Identify the Problem

Step 1: What is the Problem?• OBSERVED: Fighting in the hall first thing in the

morning by 6th and 7th graders• EXPECTED: Identify desired behaviors

Link to school-wide expectations and hallway rules

Students will treat each other with respect (polite language, no physical interaction, stay to the right of the hallway); be prepared and safe

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Step 2: Analyze the Problem

Step 2: Why is the problem happening? • EXAMPLE: The problem is occurring because no specific

hallway rules, morning/arrival procedures, 6th and 7th graders have not been taught expectations, no rewards, no supervision, additional training.

Review/Gather additional information to validate hypothesis or causes

• Which hallways?• Supervision in hallways?• Has there been efficient teaching of expectations/rules and

procedures?• Which students?

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Step 3: Develop & Implement the PlanBrainstorm intervention strategies (Link what we’ve

learned during Step 2 to what we’re going to do)Link the intervention to the data reviewed/gathered:

– If _________would occur, then the problem would be reduced.

– Then, vote on the intervention Brainstorm strategies to overcome top 2 barriers

identifiedDevelop a specific plan with delineated responsibilitiesInclude goals and progress monitoring plan

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Brainstorm strategies related to identified causes• Revise hallway rules• Restructure early morning procedures• Teach explicitly to 6th & 7th graders• Increase rewards for expected behaviors • Utilize peer mediation program• Additional training and supervision in hallways• Competition for greatest decrease in ODRs in the

hall• Survey students about hallway climate

Step 3: Develop & Implement the Plan

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EXAMPLE:If increased recognition of appropriate hallway behavior

would occur, then the problem would be reduced.

Vote on strategies• Recognize appropriate hallway behavior

Establish goals• Teachers give out 30 “Stamps”/tokens each week for

appropriate hallway behavior

Step 3: Develop & Implement the Plan

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Establish action steps to implement• Review revised hallway procedures plan with staff at

staff meeting Tuesday (Principal)• Post new procedures and copy each teacher by

Monday morning (Mr. First)• Create skit with Drama Club to run on new show

starting Monday (Mrs. Ashley)

Monitor• Review data at next meeting• Review implementation steps list• Check feedback box from staff

Step 3: Develop & Implement the Plan

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Step 4: Evaluate the PlanIs It Working?

Progress Monitoring and Response to Intervention:Examine data and make decisions: Ask…Did we meet the goal?Did we do what we agreed, the way agreed, for as

long as we agreed?– Do we need to modify current plan or develop a new plan?– Do we need to develop a plan to maintain or fade out the

intervention if it was successful?

Consider reviewing/revising problem definition and hypotheses if intervention isn’t working with the problem-solving team

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Tier 2

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Identification of Students for Tier 2

• ODR data are not sufficient to identify students needing more support at Tier 2

• Recommended that multiple sources of data (ODR, referrals, nominations, standardized screeners, etc.) be used to ID students.

• FLPBS project can provide information on standardized screeners, efficient nomination processes, and tracking systems for students.

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80 - 90%

10 - 15%

1 - 5%

Tier II: Behavioral Intervention/Support

Tier II - Targeted InterventionsTargeted Group Interventions

Social Skills TrainingSmall Groups

Tiered Discipline Programs

80 - 90%

10-15%

Tier II - AssessmentBehavioral Observations

Intervention Data (peer group comparison)

Tier I - Core InterventionsTier I Assessment

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Core Components of Tier 2

• Continuous availability, • Rapid access (within 72 hr), • Very low effort by teachers, • Consistent with school-wide expectations, • Implemented by all staff/faculty in a

school, • Flexible intervention based on assessment

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Core Components of Tier 2

• Match between the function of the problem behavior and the intervention,

• Adequate resources for implementation (weekly meetings, plus 10 hours a week),

• Student chooses to participate, and • Continuous monitoring of student behavior

for decision-making.

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Secondary Interventions

• Behavior Education Program/CICO• Social Skills—Skillstreaming • Problem-Solving, Conflict Resolution

– I Can Problem Solve (elementary)– Prepare (secondary)

• Anger Management, Violence Prevention– Second Step

• Bullying—Steps to Respect

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Training Support at Tier 2

Provided by FLPBS:RtIB Project• Practice with problem-solving process• Practice with data-based decision-making• Evaluation and use of Tier 1 and classroom

supports• Establishing a progress monitoring system• Establishing a Tier 2 process at the school

– Team– Decision points– Tracking and communication

• Specific training on BEP/CICO system

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Progress Monitoring

FLPBS:RtIB Project provides…• Progress monitoring tool for array of Tier 2

interventions,• Decision rules for Tier 2, and• Tracking system for communicating

outcomes for all students on Tier 2 support• Practical experience supporting hundreds

of schools at Tier 2 implementation

Adapted from Crone, Horner & Hawken (2004) Points Possible: __72___ Points Received: __55__ % of Points: __76__ Goal Achieved? Y N

Daily Progress Report

Name: ______Don Kincaid________________ Date: __2/1/08______ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Teacher Comments: I really like how… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL    

2           

BE RESPONSIBLE  

3 

2           

BE PREPARED 

Parent Signature(s) and Comments: _______________________________________________

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3 1

1

1

1

1

1

3

3

3

3 3 3

3

3 3

2

3

2

2

Sample Excel Form for Tier 2

Daily Progress Monitoring Report

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Evaluation of Tier 2

• Schools can utilize the Benchmarks of Quality for Tier 2 to evaluate implementation fidelity of each Tier 2 intervention in the school

• Progress monitoring and tracking system can identify if Tier 2 interventions are being effective

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80 - 90%

10 - 15%

1 - 5%

Tier III of Behavioral Intervention/Support

Tier II Targeted InterventionsTargeted Group Interventions

Social Skills TrainingSmall Groups

80 - 90%

10-15%

1-5%

Tier I Core InterventionsSchool-wide Discipline

Positive Behavior SupportsWhole-class Interventions

Tier I AssessmentsDiscipline Data (ODR)

Benchmark AssessmentUniversal Screening

Tier II AssessmentsBehavioral Observations

Intervention Data Gap Analysis

Tier III: Individualized InterventionsBehavior Intervention Plan

Individual CounselingSelf-Monitoring

Tier III: AssessmentsFBA

Progress Monitoring Graph/RtI(Eligibility Assessment)

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Identifying Students at Tier 3

– Students for whom secondary supports are not enough (poor response to intervention)

– Students with severe and chronic behavior• High ODRs• ESE services or placement• High scores on screeners

– NOT just for students who have been identified as ESE eligible.

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Components of Tier 3 Support

• Clear FBA and BIP process that meets the needs of all students

• Collaborative problem-solving approach• Clear intervention goals that address

problem behavior, appropriate behavior and lifestyle issues

• A progress monitoring system for each student and all students

• Decision points and data-based decisions

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Components of Tier 3 Support

• An effective FBA process• Appropriate, multi-component BIPs

matched to function• Contextual fit and coaching• Measurements of the fidelity of

intervention implementation• Matching complexity of problem to

differing level of Tier 3 support

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Resources from FLPBS Project for Tier 3

FLPBS does not provide training to individual schools in Tier 3 because:– Tier 3 supports and systems are generally

provided or developed at the district level– Impacting practice of Tier 3 at the school

requires impacting the systems of support for Tier 3 at the district level

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District Level Support for Tier 3

FLPBS Project can:• Review practices and products to determine a

need• Identify areas of strength or need• Provide evidence-based practices, forms,

materials, etc.• Target training and TA to those areas• Consider systems changes that may promote

implementation

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Progress Monitoring

FLPBS Project provides…• Progress monitoring tool for array of Tier 3

interventions,• Decision rules for Tier 3,• Fidelity measure (BoQ 3) for Tier 3 supports• Process for review of FBA and BIP products• Tracking system for communicating

outcomes for all students on Tier 3 support• Practical experience supporting hundreds

of students at Tier 3 implementation

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Tier 1 Training

• Consists of lecture, video of Florida’s implementing schools, team activities, and action planning

• FREE OF CHARGE to districts• School Administrator required to participate during

entire training • District Coaches trained to provide additional

assistance• Ongoing technical assistance provided across year

Professional Development“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Contact Flow Chart

District Coordinator

Coach Coach

PBS Project Contact

School PBS TEAM School PBS TEAM School PBS TEAM

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Number of Schools Trained(As of December 2008)

6 Pre-K schools253 Elementary schools116 Middle schools45 High schools49 Alternative/Center

schools32 Other (e.g. K-8)

501 TOTAL SCHOOLS

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State Level Outcomes

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School Level Outcomes

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Elementary School

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Middle School

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Alternative School

No DATA because school does not use

ISS.

High School

Referrals Over Time

448

375355

310

0

50

100

150

200

250

300

350

400

450

500

Baseline Year 1 Year 2 Year 3

Implementation Year

To

tal R

efer

rals

per

100

S

tud

ents

2003-2004 2004-2005 2005-2006 2006-2007

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Getting Started…

Commitment from DistrictCommitment from School Administrator(s)Acceptance for participation from FLPBSCompleted New School Packet prior to

determined deadlineDistrict determination of funding to

support schoolsDiscuss possible TRAINING DATES

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Florida’sPositive Behavior Support

Project• Contact:

Karen Childs, M.A.

• Phone: (813) 974-7358

• Fax: (813) 974-6115

• Email: [email protected]

• Website: http://flpbs.fmhi.usf.edu