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Psm behavior tier 2 8212

Nov 19, 2014




  • 1. Problem Solving Training forBehaviorTier 2Secondary Interventions 1

2. Overview Data Decision Rules Behavior Basics Data Tools Classroom Implementation Targeted Social Skill Instruction Check In- Check Out2 3. 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 othersideas 4. Attention Signal Trainer will raisehis/her hand Participants will raisetheir hand and waitquietly 5. Group Activity Create a picture or visually document todescribe where your school is withProblem Solving Implementation. Accomplishments Challenges 5 6. 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)6 7. Questions your team needs toconsider at Tier 1 What types of Behavioral Needs are not beingaddressed by our Behavior Core at aneffectiveness rate of 80%? What data do we need to look at to determinethis? 8. Supplemental Tier II< 20% of student Core+ SupplementalTo Achieve Benchmarks1.Where are the studentsperforming now?2.Where do we want them to be?3.How long do we have to get themthere?4.How much do they have to growper year/month to get there?5.What resources will move them atthat rate?6.How will we monitor the growth ofstudents receiving supplementalinstruction?(Batsche, 2010)8 9. Questions your team needs to consider at Tier 2 What types of Behavioral Needs are occurringfor 10-15% of your population? What additional supports are needed to ensuresuccess for students not responding to the core? What data are needed to respond to thequestions above? 10. Team Initiated Problem Solving (TIPS) Model 10 11. DATA DECISION RULES11 12. WHO is appropriate for Secondary interventions? Universal Behavior Screening Data 2-5 office referrals 13. How can we use data? Can be used by teams to determine setpoints where students will be referred foradditional support Individual schools must determine thetimeframes for data decisions (2 5 ODRs per 9 weeks) 14. Data Decision Rules Examples...6 or more ODR referralsTertiary Prevention:2-5 ODR ReferralsSpecialized Individualized Secondary Prevention~5%Systems for Students with Specialized GroupHigh Risk BehaviorSystems for Students withAt Risk Behavior ~15%Other data decision rules:-# referrals-# minor incident referrals0-1 ODR Referral-absences-teacher concern Primary Prevention -behavior screening resultsSchool wide and Classroomwide Systems for All Students,Staff, & Settings ~ 80% of Students 15. Data Decision Rule Examples Continued Any student that is absent more than 3 days in onemonth (or one 4 week period) will be referred forintervention Any student who receives 2 or more ODRs within a9-week period will be referred for intervention Any student who fails one or more classes will beinvited to join a small group related to classroomsuccess 16. Using ODRs to evaluate yourWorkbook pg. 2 continuum of supports IF... FOCUS ON... More than 40% of students receive one or more office referrals More than 2.5 office referrals per studentSchool Wide System More than 35% of office referrals come from non-classroom settings More than 15% of students referred from non-classroom settingsNon-Classroom System More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classroomsClassroom 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 groupsettings Individual Student Systems Small number of students destabilizing overall functioning of school 17. Team Time Discuss and document your data decisionrules.Visit the PSM wikiClick on pages/files (right tab)Look for Data decision team planning, then select download 18. BEHAVIOR BASICS18 19. To correctly matchappropriate interventions to problem behaviors,teams will rely on the science of behavior. 20. TIPS Step 1 Identify the Problem20 21. How do we identify the problem?DATA COLLECTION& TOOLS21 22. Measurable or Not?Not MeasurableMeasurable oppositional lazytalking out swearinginattentive out of areadefiant on task rudebotheringfighting 23. Objective DescriptorsObjective Subjective Talking during seatwork Disobedient Seldom RepeatedlyPassing notesHurrying through workOnce or twice a weekFive times each day Leaning back in chair Sometimes Bothering a neighbor Continuously Every ten minutes Bizarre Tapping pencil on desk Twice each period 24. Data Considerations:Clear Definition of Problem Behavior The Stranger TestIs the description of the behaviorclearly defined?Would a strangers descriptionmatch yours?If a stranger read yourdescription, would they be able toidentify the problem behavior?Developed by the Behavior SpecialistTeam of Wake County Public Schools 25. Data Considerations:Data to CollectHow often does How the behavior extremeFrequencyoccur? is it?Intensity Duration How long Under whatContextdoes it circumstances last?does it occur? Developed by the Behavior Specialist Team of Wake County Public Schools 26. 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 27. 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.TotalArrivalIIIIIIIII IIIIIIIII IIIII I 40 IIIII IMath I I I 3ScienceIII III IIIII 11ArtIIIIIIIII IIIII III IIIII IIIII 24ReadingI IIIII 6 28. Direct Assessment Duration RecordingRecord the elapsed time, usually in minutes, from onset to conclusion of targetbehavior. 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)Transition Large GroupSmall GroupIndividual WorkRead Aloud Read Silently In Crowds Library SpecialsSpecific SubjectBehavior IncidentBriefly describe, making sure to note date, time, and any circumstances you think noteworthy.#1 9:45-10:15, Mon, Nov 15Group was doing read aloud#2 9:35-10:15, Tue, Nov 16Went to an assembly in thegym#3 9:28-10:05, Fri, Nov 19#3Oral vocabulary test 29. Behavior What is the challenging behavior? What can you observe? What does it look or sound like? Prioritize Choose one 29 30. 30Behavior 25 20# of incidents 15 1050refusing tocursing peers Leaving assignedparticipatearea 30 31. Setting Events What environmental, personal, situationalor daily events impact the behavior? Eating/Sleeping routines Medical/Physical problems Familial and staff interactions Do not immediately precede problembehavior31 32. Setting Events Setting Event 18 16 14 12# of incidents 10 8 6 4 2 0Exhibits/reports sickness No breakfast Missed the bus Visit with mom 32 33. Antecedent What happens immediately before thebehavior? Predicts problem behavior When, Where, With whom, Activity Time of day Physical Setting People present Types of interactions (demands, directives, etc.)33 34. Antecedent2520151050 Reading Math Social Specials Small DirectStudies Group Instr 34 35. Consequence What happens immediately after thebehavior? Gives student a reason to repeat theproblem behavior Not related to punishment 35 36. Consequence:Pink=Attention Maintained; Purple= Escape 45 40 35 RedirectionCalling name 30Outisde conference# of incidents 25Reminder 20 IgnoreTime-out 15 10 5 0Redirection CallingOutisde Reminder Ignore Time-outnameconference 36 37. Function People behave for a reason - we callthis function Function: Does he/she get something? Tangibles, attention, stimulation, people, etc. Does he/she avoid or escape something? People, activities, embarrassment, tasks, etc.37 38. Only Two Basic FunctionsProblemBehaviorEscape/ Obtain/Get Avoid Something Something Stimulation/Tangible/ SocialSensory Activityfrom Horner & AdultPeer Sugai at 39. TIPS Step 2Develop Hypothesis39 40. 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. 40 41. Hypothesis Statements When Estes is ___________ and __________ (happens), he where/settingcontext/antecedenttypically responds by _________ to gain/avoid __________. behavior function Hypothesis:When Estes is in language arts and the teacher is providing direct instruction he typically responds by making verbal noises (ex. Burping)to access peer and teacher attention.41 42. Activity a hypothesis statement about Roberts behavior42 43. Identifying the function helps us : Choose an appropriate intervention Will this intervention meet the functionalneed? Choose an appropriate replacementbehavior Alternative behavior taught to the student What you want the student to do instead Must meet functional need 43 44. Which reinforcement would be most effective: abehavior plan that gives student lunch with the teacher or a drop an assignment pass? 45