The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation.

The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

S400Behavior

Intervention Planning

Agenda for Today1. Functional Behavior Assessment and

Behavior Intervention Planning• Review FBA• Review how FBA/BIP linked to BIP• Understanding the BIP

2. Social/Academic Instructional Groups & Social Skills Instruction

3. Mentoring

4. Fidelity Measurement

Functional Behavior Assessment Review

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Check-in/check-out CICO

Individualized Check-In/Check-Out, Groups, Mentoring

Brief Functional Behavioral Assessment/Behavior Intervention Planning Brief FBA/BIP

Complex FBA/BIP

Wraparound or RENEWIllinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Social/Academic Instructional Groups SAIG

Tier 2/Selected

Tier 3/Intensive

Inte

rven

tionAssessm

ent

Illinois PBIS Network, Revised May 2009Adapted from T. Scott, 2004

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

ODRs, Attendance, “Tardies,” Grades, DIBELS, etc.

Daily Progress Report

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Tier 2/Selected

Tier 3/Intensive

Inte

rven

tionAssessm

ent

Wisconsin Conversion Chart

• 7-15%: Percent of total population expected to need and be supported by tier II interventions

• 1-5%: Percent of total population expected to need and be supported by tier III interventions

• 70%: Percent of youth (receiving intervention “X”) that should be responding to intervention

• Data-based decision rules for “determining response” must be definedData sources defining response are efficient

e.g., Daily Progress Report (DPR) cards: Student maintains an 80% average on DPR for 4 weeks

Data-Based Decision Making Numbers to Keep in Mind

What is the difference between a behavioral

(or maintaining) consequence and a

disciplinary consequence?(HINT: it has to do

with likelihood)

POP QUIZ

Brief FBA1. Identify a behavior of concern

Define in a way that is observable

2. Identify predictors in the environmentThings that happen before and after

3. Identify a functionWhy does that happen?

4. Teach a replacement behaviorWhat is an appropriate way to get same function?

5. Change the environment to preventWhat could make the problem not happen?What consequences are functional?

1 2 3 4 5 6 7 8 9 10 11

Generally expected behavior

Grades, teacher praise

Behavior of concern

Preceding events or

occasion that trigger

Infrequent events that

affect value of maintaining

consequences

Set of related behaviors that

are more desirable

Following event that maintains behaviors

Following event that maintains

behaviors

Get, avoid, etc.

REVIEWBrief FBA

• Do antecedents occur immediately prior to the behavior?

• Are consequences addressing behavioral consequences, not just offering a discipline response?

• Is behavior specific and measurable?

• Does function make sense, based on information provided?

Choose one FBA for team use, developing the BIP

Functional Behavior Pathways

Academic work

setting

Disruptive noises

No direct teacher

attention

Teacher provides attentionRaise hand

and wait quietly

Curriculum

Expectations

Time

Routines

Examples

Engagement

Prompts

Physical Arrangement

FunctionalConsequence

FunctionalConsequence

Behavior Intervention Plan

A Context forPositive Behavior Support

A redesign of environments, not the redesign of individuals• Plan describes what we

will do differently• Plan is based on

identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

Using FBA to Design Effective Support of the Simple BIP

• How can we prevent problem situations? • What should we teach as a replacement behavior?• How do we increase acknowledgement of

appropriate behavior?• How do we minimize acknowledgement/payoff

of problem behavior?• Do we need consequences for problem behavior? • Do we need safety routines?• What data should we collect?

Throughout Process Remember Strengths-Based Planning

What does the student like to do?

What is the student interested in?

What do they enjoy?

Identify the student’s successes:• Where are they successful?• When are they successful?• With whom are they successful?

Replacement Behaviors Must Be

• Do-able• Efficient• Serve the same function• Socially appropriate• Remember to consider

“I can live with for now” behavior

These skills have to be directly taught

Replacement Behavior Needs

Teach student how to communicate need for:• Help• A break• Interaction• Attention• Time alone• Reduced demands• Alternative assignment• More time to finish• Movement

Replacement Behavior Skills

SpecificObservable, Acknowledgeable, Teachable (O-A-T)

Taught individually, in small groups, with whole class, or whole school

Can use SAIG lessons to teach skills identified in BIP

Academic behavior skills (organization, raising hand)Problem solving skills (deep breathing, get help)Pro-social skills (ask to play a game, say “hi”)

Brainstorm Possible Replacement Behaviors for:

Yelling out during

teacher instruction

Break

Behavior Intervention Planning

Address the behavior of concern by teaching a new way to meet the function

Address the triggers and setting events by “situation manipulation/environmental adaptations”

Address the consequences by modification

OUR FORMAT

Layering Interventions for Efficiency

What interventions do you already have in place at your school that could be used as part of BIPs to address

Setting Events – Consequence modifications?e.g., CICO, after-school

re-teaching of expectations, classroom Cool Tools

Function-Based Support

Goal: Teach a new way to get needs met

Setting Event(Slow Trigger)

Antecedent(Fast Trigger)

ProblemBehavior

MaintainingConsequences and Function

Why Teach Social/Academic Skills?Behavior management problems are social skills problems.

The adults need to make adjustments – what does the child need?

Academic and social competence are interrelated.The more active in learning process, the lower the discipline concerns.

Next to family, school has the most influence in the development of self.

School is a social system.


ProblemBehavior



Using Cool Tools (Direct Instruction)

as Prevention SupportTeach new routines and physical arrangements to support student

Teaching all students how to transition to class when arriving to school late

Cool Tools that target thinking process, beliefs, etc.Teaching all students that we all work at different speeds and that’s OK


ProblemBehavior



Example Daily Progress ReportNAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be SafeKeep hands and feet

to self

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulKeep arm’s distance

from others

2 1 0 2 1 0 2 1 0 2 1 0

Be ResponsibleAsk for breaks

2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Competing Behavior Pathways Model

Setting Event(s)

Antecedent

Desired Behavior

Behavior Interferes w/ Learning

Replacement (Taught) Behavior

IdealOutcome

CurrentOutcome

Sleep medicine impairment

Peer Comment

Conscious choice to ignore, regulation skill,

appropriate comment

Completes all work in class

Threats, loud voice

Allowed to leave to get a drink of

waterin the hallway

Work output is reduced

Taught to use regulation skill

when in hallway for drink

Goes to independent

reading area and writes in journal

Referencing the FBA chosen by team to work on today:• Begin brainstorming interventions for replacement

behaviors and HOW to teach• List at least 2 options for teaching and building

fluency of the student with the new behavior • Fill these in under teaching strategies

TEAM EXERCISE 1


Goal: Make problem behavior irrelevant

Antecedent Intervention



ProblemBehavior


Antecedent/Setting Event Interventions

1. How can the antecedent or setting events be changed so that problem behaviors can be prevented?

2. What can be added to daily routines to make desired behaviors more likely and situations more pleasant for the student?


ProblemBehavior



Examples of Preventive Strategies• Modify the curriculum (interest preferences, choice,

sequence)• Modify the demands (quantity, difficulty, input,

output, groupings, alternative tasks)• Cool Tools for entire class/grade/school focusing on

prevention• Reorganize the physical and interactional setting

(have supplies available, pair seats, independent seats)


ProblemBehavior



• CICO involves helping student transition to school day

CICO as Prevention Support

• Increased adult support & monitoring, instructional prompts in the natural environment

• Promotes all staff using similar language


ProblemBehavior



Referencing the same FBA:• Begin brainstorming interventions for setting events

and triggers.• List at least 2 in each box (setting event and

triggers/antecedent).• Supports must be linked to triggers in the

Competing Pathway.• Supports need to work for BOTH staff and student.

TEAM EXERCISE 2


Goal: Make problem behavior ineffective

Consequence Intervention



ProblemBehavior


Consequence Strategies• Must match maintaining consequence of problem

behavior (function)

• Reinforce and reward replacement behaviors and response to prevention strategies

• Minimize reinforcement of problem behaviors

• Include strategies that reinforce entire class/grade (larger population) for using skills taught through cool tools. This contributes to the more supportive environment.THIS IS NOT REWARDING BAD BEHAVIOR!


ProblemBehavior



Testing or Escalating Behavior?Students may test the system/adult response, wanting to return to the “old” way of doing businessPlan needs to include teaching strategies not only for expected behavior, but also adult response to inappropriate behavior.

Some student behavior may escalate to crisis levelFollow district crisis plan, begin complex FBA/BIP process to fine-tune plan


ProblemBehavior



Referencing the same FBA:

Begin brainstorming interventions for maintaining consequences (how do you honor the function but on YOUR terms)

List Strategies (at least 2 for each in the box) for:• Positive acknowledgment for replacement and

desired behaviors

• SPECIFIC corrective consequences for problem behavior

TEAM EXERCISE 3

Plan for Implementation of the BIPTransform ideas for BIP elements into a formal plan for implementation• Who will do what?• When will it happen?• How will we know?

Logistical arrangements• Who needs to know?• What materials are needed?• Who will tell the student?• Plan for substitutes?• Will we need a crisis plan?

Use BIP Action Planning tool

Data-Based Decision-Making

Student outcome data is used:• To identify youth in need of support and to identify

appropriate intervention• For on-going progress monitoring of response to intervention• To exit or transition youth off of interventions

Intervention integrity or process data is used:• To monitor the effectiveness of the intervention itself• To make decisions regarding the continuum/menu of

interventions/supports

Data Used for Ongoing Progress Monitoring

• DPR points• ODRs, suspensions• Attendance• Grades

Same data used to monitor lower levelselected interventions

Replacement Behaviors Reflected in Daily Progress Report

• Prompting of replacement behaviors

• Facilitating transference and generalization of new skills being taught

• Monitoring progress

• Reinforcing connected to use of new skills

Data-Based Decision Rules for “Response”

Typically the same decision rules that apply to responding to lower levels

of interventionFor example, goal for all kids in

selected interventions is to earn >80% DPR points for 4-6 weeks

and no further ODRs

Makes data management more efficient

Recommended Time Frames for Data Review

CICO, SAIG, CnC, & Brief FBA/BIP

Student data should be reviewed to ensure plan is being implemented and for possible plan modifications at least once a week by Intervention Facilitator/s.

Brief FBA/BIP (only)

Student data should also be reviewed to ensure plan is being implemented and for possible plan modifications at least once a month by Problem-Solving Team (and/or Brief FBA/BIP team).

Review the competing pathway developed and consider who, what, by when

Begin filling in BIP Action Planning Tool in your workbook

TEAM EXERCISE 4

If student response is weak based on your data, consider:

Environmental adaptations

Does the student need

More intensive social skill instruction (skill deficit)

Increased attention, relationship, and incentive through mentoring (performance deficit)

OR

AND

Intensive Social Skills Instruction

Why Teach Social Skills?• Behavior management

problems are social skills problems

• Academic and social competence are interrelated

• Social skills curriculum must match the specific need

• BASIC SAIG• Intensive SAIG (linked to FBA)

Basic SAIG Intensive SAIG (linked to FBA)

1.Re-teaching of school-wide expectations; Cool Tool format

• Smaller group• In natural location• Increased

acknowledgement• More frequent pre-corrects

1.Specific skills identified in FBA

• May be intensive SAIG lessons

• May be supplemental lessons• Higher frequency

acknowledgement included in the plan (nearing 15:1 then fade)

• May include more intrapersonal skills (self esteem, response to trauma, recognizing emotions)

2.Modified Cool Tool format

• More concrete examples and role playing

• Differentiated modality of presentation

2.Lesson format• May be written a la Cool Tool• Curriculum based

Teaching Guidelines• Teach social behaviors as academics

Make sure to communicate cueing and prompting opportunities to ALL STAFF

• Reinforce desired and/or expected behaviorsOur positive reinforcement rate should be approaching 15+:1

• Systematically address infrequent and frequent errors (problem behaviors)

• Complete on-going assessment to determine effectiveness

Strategies for Generalization

• Involve other staff members

• Use examples from universal instruction/universal expectations

• Teach general case and skill variationsFeeling angry – strategies for different environments (classroom, playground, cafeteria)

• Teach self-management strategies

• Teach and practice within, and across, settings

Social Skill Instruction Considerations

• Skill sets and purpose of group are more intensive and more of an affective focus than basic SAIG

• These are FBA-identified skills that need to be taught

• Culturally appropriate behavior lesson plans/curriculum that addresses skill set (may include teaching cultural capital)

How to Teach itFrequency will be dictated by data

May be high frequency at first then fade to less frequent

Direct instruction in group, followed by prompting and high frequency feedback in the setting

Multiple people involved in the teaching and high rate of acknowledgement/feedback (15-20:1)

Person teaching the skill, greeter, classroom teacher, parent

Steps of a Behavioral Lesson Plan1. Explain expectations and why they’re necessary

Check for student understanding/buy-in

2. Model examplesCheck for student understanding/buy-in

3. Model non-examplesCheck for student understanding/buy-in

4. Model examples

5. Students practice

6. Acknowledge the student behavior

Successful Social Skill InstructionIf you choose to use pieces of a packaged curriculum rather than your already-created universal behavior lesson plans

• Make sure intensity of material/instruction matches intensity of identified need

• Ensure that the material used for intensive skill instruction is linked back to universal expectations

• Stand-alone curriculum vs. curriculum made to scaffold skills; stand alone curriculum can be used

• Skills Streaming• Tough Kids Social Skills; scaffolding curriculum• Anger management• Trauma Build social skill instruction on top

of strong universal curriculum and practices


Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS 1st block 2nd block 3rd block 4th block

Be SafeUse your words

Use deep breathing

2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials


Sub-goals are what have

been taught as part of BIP

Points to RememberFor social skills instruction to have a powerful impact:

Reinforcement/acknowledgement rate should approach 15-20:1 for students who demonstrate the new skill/expected behavior, then fadeConsequences should be on a continuum of less to more significant while being PAIRED with high reinforcement.

This sets stage for old behavior to be less powerful than new behavior

How does a more intensive SAIG fit into your system?• Who will teach? When will it occur? How will you

monitor progress? Will you use a formal curriculum?• What do you already have in place that you can use?• Add to your multi-level action plan

TEAM EXERCISE 5

Break

Mentoring

Activities of MentoringRelationships & Tasks

(Developmental) (Instrumental)

(Karcher et al. 2006)

What about the student may suggest the need for a school-based mentor?

Rewards and consequences appear ineffective

• seeks attention through behavior

• lacks motivation• appears to lack self-esteem

or self-confidence• lacks positive adult

role models• appears to dislike school

The student:

• BASIC Mentoring

1. Focus on “Connections”

• Once per week, 20 minutes

• Positive activity

2. Not monitoring work, behavior, etc.

• INTENSIVE Mentoring (linked to FBA)

1. Focus on Engagement with school AND Goal-setting with a trusted adult..

2. Specific skills identified in FBA, the FBA

– May identify skills, deficits to set goals on and to monitor

– May identify skills to be taught, practiced, and reinforced

– May include more ”intra-personal” skills – self esteem, response to trauma, recognizing emotions

Basic Mentoring Intensive Mentoring (linked to FBA)

1.Focus on connections• Once per week,

20 minutes• Positive activity

1.Focus on engagement with school and goal-setting with a trusted adult

2.Not mentoring work, behavior, etc.

2.Specific skills identified in FBA • May identify skills, deficits to

set goals on and to monitor• May identify skills to be

taught, practiced, and reinforced

• May include more intra-personal skills (self-esteem, response to trauma, recognizing emotions)

Intensive Mentor’s RoleTo provide guidance, support, and encouragement for the student while modeling target skills such as: • effective communication • empathy and concern for others• openness and honesty

Check in with student around student personal goal (academics, behavior, attendance)

Mentor usually has commitment for entire academic year at high tier II (increased frequency, increased duration, and longer chronicity)

Mentoring as a Tier II Individualized Intervention

• Any staff person can be a mentor• Should be voluntary• Match one student per staff person• Mentors agree to spend at least 30 minutes per

week with the student – could be spread out over the week (differentiate basic versus BIP – intensity, duration, chronicity)

• Mentoring is not the same as Check-In/Check-Out

What Mentoring FostersLivonia Public Schools

Information on Mentoring

Student may have negative role modelThe relationship fosters a new way of relating to people

Student may hide feelings and set up barriersThe relationship fosters how to express emotions appropriately

Student may distrust adultsThe relationship fosters trust of caring adults

Determine Program Goals and Objectives

Based on needs of studentsDetermined by team using data and FBAFocus on basic needs

• Academic• Achievement• Behavior• Communication• Attendance• Social skills

Orient Mentors, Students, and Parents

• Before formal process begins• Stakeholders should understand roles

and hold positive expectations• Mentors must be aware of student needs

and characteristics• Determine individual student goals

and outcomes

Monitor Mentoring Process

• Continuous monitoring to determine success using DPR and target skills

• Provide ongoing support for the mentorFormal/informal

• Where• When• How often


Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals.

EXPECTATIONS 1st block 2nd block 3rd block 4th block

Be SafeUse deep breathing

when angry

2 1 0 2 1 0 2 1 0 2 1 0

Be RespectfulSpeak honestly

2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials


Develop the system for intensive mentoring or SAIG for your building 1. Who? (intensive mentors; teach intensive SAIG?) 2. How will the students be supported throughout?3. What is the time commitment? 4. How will students be selected and progress monitored? 5. Is there an additional layer of acknowledgement?

Add to multi-leveled action plan

TEAM EXERCISE 6

Fidelity Measurement

Tier II and III Tools

Monitoring Advanced Tiers Tool (MATT)• Progress monitoring for tier II and III • Like TIC, should be done 2/year until fidelity at tier

Benchmarks for Advanced Tiers (BAT)• Annual fidelity tool for tier II/III• Done in the spring in addition to BoQ at tier I

Benchmarks for Advanced Tiers• Complete the BAT online to “capture” all your work to date.

• Plan when next assessment of BAT will be done (2x/yr). Plan when next assessment of MATT will be done (1x/qtr).

• BAT window opened by local coordinator

• Teams access using school code

• www.pbisapps.org

TEAM EXERCISE 7

http://www.pbisassessment.org/

Questions, comments?

Resources—SAIG• Bully Proofing your School

• Cool Tools: An Active Approach to Social Responsibility

• First Steps to Success

• Good Talking Words

• Second Step Violence-Prevention Curricula

• Stop and Think

• Skillstreaming

• The Social Skills Curriculum

• The Tough Kid Social Skills

• The Walker Social Skills Curriculum: The Accepts Program

Resources—Mentoringwww.mentoringminds.com/ResponsetoIntervention.php

www.emstac.org/registered/topics/posbehavior/early/mentoring.htm

www.mentoring.org/downloads/mentoring_4.pdf

www.pdx.edu/mentoring-research/youth-mentoring

www.beamentor.org

www.beamentor.org/main/mentoringtools/trainingmanuals.asp

www.checkandconnect.umn.edu/

http://www.mentoringminds.com/ResponsetoIntervention.php

http://www.emstac.org/registered/topics/posbehavior/early/mentoring.htm

http://www.emstac.org/registered/topics/posbehavior/early/mentoring.htm

http://www.mentoring.org/downloads/mentoring_4.pdf

http://www.pdx.edu/mentoring-research/youth-mentoring

http://www.beamentor.org/

http://www.beamentor.org/main/mentoringtools/trainingmanuals.asp

http://www.checkandconnect.umn.edu/

Trainer Contact Information

Your NameYour RegionYour TAC Phone numberYour email

Evaluation Survey

Please use the following link to complete the evaluation survey

http://goo.gl/a37Wa6






The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation.

Documents

problem behavior

behavior pathway

desired behavior

replacement behavior

mind slide

expected behavior grades

selected tier

intervention x