Function-Based Problem Solving for Students with Repeated Problem Behaviors at the Secondary Intervention Tier Day 2

Function-Based Problem Solving for Students with Repeated Problem Behaviors at the

Secondary Intervention TierDay 2

The PBSIS Partnership

• PBSIS is a collaboration between the New Jersey Department of Education, Office of Special Education and the Boggs Center at UMDNJ to support a PBSIS state team for training and technical assistance to targeted districts.

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Goal of the PBSIS Initiative

To support the inclusion of students with disabilities within general education programs by developing the capacity of schools to create environments that encourage and support pro-social student behavior at the school wide, classroom, and individual student levels using current, research validated practices in positive behavior support

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Overview of Day 2

• Prevention Interventions– Addressing setting event needs in the school

setting• Mentoring and social support• Check – in systems

– Modifying antecedent triggers• Environmental arrangements & modifications• Instructional supports & accommodations

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Overview of Day 3

• Enhancing social skill competence– Replacing behavior with social skills

• Increasing Motivation– Social praise and incentive systems

• Changing the Dynamic– Effective practices for responding to

occurrences of behavior

Function-Based Problem Solving at the Secondary Intervention

Tier Five Main Components

Early identification of need

General Education screening process

Determination of function and behavior patterns

Selection and implementation of function-based interventions

Progress monitoring

Students who need supports beyond the

universal intervention tier

Key Points from Day 1Function Based Problem Solving

• A process for gathering and interpreting information to understanding:

– The typical behavior pattern– The circumstances associated with the behavior

pattern– The function of behavior

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Key Points from Day 1Organize a Summary Map

Includes:

• Operational definition of behavior

• A baseline of behavior

• A list of:– Relevant setting events– Most common antecedent triggers– How adults and peers respond

• A narrative interpretation that explains the function of behavior

Tommy – 9th Grade Student

Behavior Definition:

• Confrontational interactions with adults in response to rule violation corrections: walks away from teacher, argues when told to do something, ignores directions, rolls eyes, shakes head, doesn’t take materials out, does not start her work.

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Tommy – 9th Grade Student

Baseline

• During the course of the week (20 class periods where data were recorded):– 16 occurrences of rule violations

• 12 occurrences of not following a rule violation correction

• 4 occurrences of following a rule violation correction

• 4 periods with no rule violations

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Setting Events Problematic Antecedents Conditions

Adult & Peers Responses

Difficulty with memory recall, organization of tasks and materials, auditory processing, task management

Social status - sensitivity to maintaining a public image in front of peers (e.g. ,being put on the spot in front of peers, )

Resiliency to stick with challenging tasks or overcome social pressures is vulnerable

Power struggles - reacts defensively when adults point him on the spot with directives or commands. Has better relationships with adults who approach interactions in with a ‘laid back’ friendly style & adults who establish relationships first

Planning and Organization – often arrives without needed materials or assignments incompleteAsked where work or materials are Managing multiple steps or materials

Work Engagement – often loses focus or attention, seems to get confused about what is expectedPrompts to get started workingTasks that are challenging either in terms of content or enduranceWhen he is not sure what to do

Social Relations and Interactions – When he is called out in front of others for a rule violation (arriving late, hat, cell phone)Directives or commands (particularly when given by a teacher he has had previous conflict with) Receiving criticism

Adult responsesNon verbal cues (e.g., look)Verbal redirectionProvide a reminder of what is an isn't appropriate in classTry to explain and discuss the issue Help get on taskStudent-teacher conferenceMove or re-assign seatSend to administratorHave take a break

Student ResponsesLaugh or egg him onIgnore him

Key Points from Day 1Determine Function

• Once the data are summarized, we need to make sense of what they are telling us

• The interpretation or function explains the payoff (i.e. reinforcement) the student receives as a result of engaging in the problem behavior:

– What does the student get?– What does the student get out of?

Function: Gain the upper hand in social situations with adults & repair situations where he perceives his social status is at risk

• When in situations where Tommy is confronted with (a) ultimatums or commands for rule violations (e.g.,, cell phone, and dress code), particularly in front of peers, Or (b) directives about academic work (e.g., getting started, question where materials are, asked why not paying attention, etc.) he responds confrontationally by looking away, walking away, rolling eyes, ignoring directions, arguing his point with the teacher , etc.

• These confrontations typically result in (a) teacher dropping the issue to avoid further confrontation or (b) continuing to confront him which often results in referral to the office (8 of 13 office conduct referrals were for rule violations, open defiance, or disruptive behaviors).

• Information gathered suggests that Tommy ‘s defensive response is an attempt to gain the upper hand in social situations with adults when he is confronted to follow a direction, especially in situations where he is put on the spot in front of peers or perceives that teachers are inconsistent from day to day or across teachers (e.g., some address rule violations like dress code and some do not) and thus are ‘just picking on him’

• The nature of relationship and approach to interaction is key to whether adults achieve a cooperative response of failure to comply with requests. Tommy wants to feel important/valued and tends to respond better with teachers that have a history of using less confrontational approaches to redirecting behavior. The adult response to rule violations is an important variable in Tommy’s perception of relationship with the teacher, trust with the teacher, and their fairness. 13

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Putting Secondary Interventions into Practice:

Develop the Student Support Plan

Strategies Shared Thus Far Include:

• Meeting with your principal

• Model the language and process

• Implement a consistent problem solving protocol

• Involve everyone in the process

• Support staff in the process

Involve Everyone in the Process

• Why: Incorporating everyone’s input will encourage ownership over the interventions developed

• Strategies:– Ask opinions– Negotiate “try-outs”– Involve in the discussion– Set a tone that empowers implementers

Support Staff as They Implement

• Why: Follow through is likely to be higher when staff feel comfortable implementing the strategies

• Strategies:– Provide coaching and modeling– Check in frequently– Offer help, support, encouragement– Assemble an “at a glance” for the teacher across

all students with IEPs/BIPs to help organize their work

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Basic Principle ofBehavior Intervention Planning

• Behavior intervention strategies are in competition with the outcomes (reinforcement) experienced as a result of the behavior

• Behavior intervention strategies must compete with both the scope & intensity of the behavior pattern’s complexity

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Student Support Plan

• What is it: – Written plan that establishes:

• Behavior goals and expectations• The circumstances problematic for the student• The specific interventions and strategies to support the

student• A plan for how to respond when behavior occurs

• Why use it:– Provides a structure for selecting and implementing

interventions

Guidelines for Behavior Intervention Planning

1. Maintain a focus on the behavior pattern and corresponding function of behavior

• Intervention selection should be guided by the function of behavior


2. Plan for Strategies that address underlying needs linked to function

• A stronger social network or better relationships?

• Communication and social skills to handle situations that triggers behavior?

• Improvement in well being, concept of self and future?

• Experiencing academic achievement and sense of competence?


3. Organize strategies for teaching staff to follow a logical sequence of implementation


4. Interventions work in combination with one another and take varying lengths of time to produce a positive outcome

When will You See Positive Changes?Intervention Component

Immediate A Couple of Weeks

Month or More

Skill Instruction

X X

Setting Event Interventions

X X X

Antecedent Interventions

X X

Incentive Systems

X X

Defusion Strategies

X X

Student Support Plan – Page 1Student: Age & Grade: IEP: ___ Yes ___ No Referral made by: _____ Teacher _____ Office _____ Parent

Intervention focus based on determined function of behavior:

____Build relationships with adults and peers ____ Build social and coping skill repertoire ____ Build self identify and emotional adjustment ____ Support academic improvement

Interventions:

____ Check In/Check Out

____ Mentor Assigned

____ Self –monitoring

____ Incentive System

____ Social Skills Instruction – group

____ Social Skills Instruction – individual

____ Instructional Supports & modifications

____ Modification to Antecedent Triggers

____ Strategies for Responding to

Behavior

____ Counseling – group

____ Counseling – individual

____ Other:

____ Other:

Progress Monitoring Base-line Month 1

Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8

Daily Behavior Report (DBR) Average

Number of times referred to office for conduct reasons (indicate total # of times; OSS; ISS Det.)

Other:

Other:

Student Strategies and Skills – Page 2

I agree to use these skills or strategies:

I agree to go these staff for help:

I understand that when I meet my goal:

Description of Selected Strategies and Plan Implementation – Page 3

Strategy: Start Date:

Who…. Is Responsible to…. For How Often

I have read and understand my role in implementing the student support plan.

If I need help or have questions, I can contact:

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There are Numerous Secondary Intervention Options

• Social skills instruction• Anger management• Self-management• Peer tutoring• Positive peer reporting• Check-in Check-out• Cooperative learning strategies• Academic intervention• Organization/study skills training• Counseling / talk therapies

Specific Interventions We Will Be Discussing

• Prevention strategies – day 2– Setting event strategies

• Check in Check out (CICO)• Mentoring and social support

– Antecedent modifications• Environmental modifications• Instructional accommodations

• Instruction & Reinforcement – day 3– Social Skill Instruction– Incentive Systems & Self Monitoring

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Teacher ConsultGeneral & Special

Education Intervention

Screening (I & RS)General & Special

Education Intervention

IEP-CST (FBA)For students who are

classified or being evaluated for Special

Education

• A few key function-based strategies

• Information documentation

Systematic selection of function-based strategies – typically a combination of strategies

Documented in an action plan

Systematic selection of function-based strategies – typically a combination of strategies

Documented in the IEP

Develop an implementation checklist* for teaching staff

FBPS at the Secondary Tier:Intervention Development

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Setting Event Level Prevention Strategies

Setting Event Interventions

• Purpose: Reduce the NEED for behavior by addressing the underlying reasons why the behavior is occurring in the first place

• While some setting event interventions will work quickly, many typically take time to put in place and be effective– Quick working example: reducing demands

for the day when the student is sick (“Plan B” day)

– Slow working example: building a positive relationship with an adult

Questions to Guide Identifying Setting Event Interventions

• Does the student need a stronger peer network/social circle? Examples:– Teach social and communication skills for social

situations

– Enroll the student in extra-curricular activities

– Help the parent connect to other parents in the student’s class

– Ensure the student is in inclusive settings with opportunities for interactions

– Work with teachers to help them facilitate interactions

– Develop a student club around a common interest


• Does the student need to build confidence/self esteem? Examples:– Teach skills that work on cognitively reframe negative

perceptions of self– Counseling sessions to learn how to reframe

perspective– Work with staff to focus on giving feedback for positives– Find a way to publically recognize the student– Connect the student with a mentor– Engage/enroll the student in leadership building

activities for clubs they can excel in


• Is there a need to build/repair relationships between the student and staff? Examples:– Connect with a mentor– Work with teachers to repair relationship– Work on social skills to express needs and

point of view appropriately– Work with staff to provide the student with

frequent social support


• Are there days where a reduced demand/schedule/transition plan is needed (i.e., “Plan B” day)?

• Does the student need basics provided (e.g. sleep, food)?

• Are academic issues being sufficiently addressed?– Basic skill remediation– Organization and problem solving

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Check in – Check out Systems

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Check In Check Out

• What is it? An adult directed monitoring process that gives the student regular feedback on their performance

• Why Choose to Use It? – Students whose behaviors are motivated by the need

for adult attention; – Students who need help remembering/organizing

their responsibilities– Students who need continuous monitoring to stay

productively engaged in school routines

The Dynamic of the ‘Check’

• Obtaining positive outcomes from CICO is highly dependent on the constructiveness of the ‘check’:

– Demonstration of caring and concern– Supportive and encouraging interactions– Constructive and helpful feedback

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Personnel Needed to Run CICO

• Monitor – AM and PM checks– Flexible morning and afternoon schedule– At school every day– Consider

• Teachers assigned to hall duty• Guidance counselor• Paraprofessional / aide• Crisis teacher• ISS supervisor (but be sure not to associate ISS with CICO)

• Teachers – Daily feedback providers

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Start Up: Introduce CICO

• Introduce CICO to the student

– Discuss how CICO works– Introduce student to Monitor– Show student location to check-in and out and

where to get a DBR each day– Show student what to complete on DBR

(name, date, etc.)– Have student practice

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Start Up: Introduce CICO

• Introduce CICO to staff

– Discuss how CICO (fact sheet in handout)– Provide training to monitor and teachers

• Interactions and behaviors that demonstrate support, care, and helpfulness

• The correct way to use the monitoring tool and provide feedback

• Tips for success

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Overview of Check-in Check-Out Purpose: Check-in Check-out (CICO) is an intervention that provides students with frequent prompts and feedback to help promote socially appropriate behavior. Process: 1. Students involved in CICO will start their day with a “check-in” with the CICO Monitor.

At this time students are responsible for coming with appropriate materials (e.g., pen, pencil) and picking up their Daily Behavior Report (DBR). The DBR lists out different behaviors that the students will be rated on throughout the day by their teachers. Students will have a goal for their behavior that they are trying to reach each day.

2. Students will present their DBR to each teacher at the start of class (or activity if with

same teacher for an extended period of time). This is a perfect opportunity to remind students about expected behaviors for class.

3. At the end of class teachers will rate the students’ behavior exhibited during class on

the students’ DBR. This is an opportunity to provide students with feedback about their performance in class. While corrective feedback is important, teachers should also strive to find opportunities to provide positive feedback to students.

4. At the end of the day students “check-out” with the CICO Monitor. At this time the

student and/or the CICO Monitor will sum the student’s points for the day and determine if the student’s goal was met. Students will be recognized for meeting goals and will also engage in problem-solving around any challenges they experienced in the day.

5. Students will bring their completed DBR home each day for a parent/guardian to

review and sign. Each student’s home has been contacted about CICO and how to talk to student’s about their performance each day.

6. The next day students bring back the signed DBR and give it to the CICO Monitor.

The students then get a new DBR and the daily process begins again. 7. The students’ points will be tracked each day to monitor students’ progress. It is

essential that each teacher completes the form every class so the CICO Monitor can track students’ progress to determine if the students’ behavior is improving. If student behavior does not improve with CICO, additional support services will be implemented to help promote students’ successful behavior at school.

Staff Role in CICO You can help your students in CICO by prompting and reinforcing their use of their DBR each day and providing frequent feedback to the student. Remember, the most effective

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Monitor Responsibilities

• Greets students in the morning• Develops a positive relationship with the student• Provides student with the day’s DBR• Checks student has needed materials for the

day – helps problems solve if materials are missing

• Provides specific prompts, positive reinforcement and problem-solving

• Enters data entry and communicates with intervention team

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Teacher Responsibilities

• Develop a positive relationship with the student• Provide prompts at start of class

• Fill out the DBR for each class/transition and provide the student with feedback:– Provide social praise– Use supportive and encouraging interactions– Provide constructive feedback– Problem-solve when necessary

• Communicate with the intervention team

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Daily Process: Step 1

• Student check-in at start of day– Meets with Monitor briefly at designated area– Hands in yesterday’s DBR

• Praise if signed by parents• Communicate with coordinator for follow-up if a pattern of not

signed by parent occurs

– Gets new DBR• Completes basic information (name, date, etc.)

– Ensures has all necessary materials• Monitor gives any needed materials

– Receives positive prompt for the day

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Video Clip

• Check-in– What did the monitor do well?– How could the monitor have improved this

check in?

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• Teacher rates student’s behavior– DBR handed to teacher at start of class (can

have designated area on teacher desk for DBR)

• Opportunity for prompt about behavior in class/reminder of expectations

– Rating occurs at end of each class– Teacher gives feedback and DBR to student

• If met goal, praise and write positive comment • If did not meet goal, remind what to do next time

and that have clean slate for next class

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Video Clip

• Teacher feedback– What did the teacher do well?– How could the teacher have improved

feedback?

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• Student check-out at end of day– Meets with Monitor briefly at designated area– Tally points for day (student or Monitor)– Determine if goal was met

• Yes – praise and student receives reinforcer• No – problem-solve for tomorrow

– Send copy home with parents• Parents sign and return next day

– Recorded and graphed by Monitor

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Video Clips

• Check-out – What did the monitor do well?– How could the monitor improve this check

out?

Check-in Check-Out for Students with Repeated Behavior Problems

Purpose: Check-in Check-out (CICO) is an intervention we are using to help students with repeated behavior problems that are acting out in order to get more frequent contact with adults. A problem identification process was used to determine what are common variables associated with patterns of behavior and subsequently a Student Support Plan was developed to address behavioral needs. The Student Support Plan uses combinations of strategies to address behavior issues, CICO is one strategy that is part of a larger plan for the student. Process: 1. Students start their day with a “check-in” with [insert designated personnel]. During the daily

check-in [insert designated personnel]: o Collects the previous day’s daily behavior report (DBR) signed by the parents. o Asks the student to show that they have their agenda book, pens, etc. o Provides the student with a copy of the DBR for the day o Provides the student with positive encouraging words to have a successful day

2. Upon entering the classroom, the student gives their DBR to the teacher. The teacher can take

this opportunity to provide a positive prompt about expected behaviors for the class and encouraging words.

3. At the end of class the teacher rates the students’ behavior for the class on the DBR. This is an

opportunity to provide the student with feedback about their performance in class. While corrective feedback is important, teachers should also strive to find opportunities to provide positive feedback to students. Teacher/staffs’ consistent involvement in the feedback ratings is critical to the success of the CICO interventions.

4. At the end of the day students “check-out” with [insert designated personnel]. During the check-

out, [insert designated personnel]:

o Sums the student’s points for the day and determines if the goal was met. o Provides the student with positive feedback for times during the day when the student did

well, regardless of whether goal was met or not. o Conduct a mini problem-solving around any challenges they experienced in the day

providing the student with concrete reminders of behavior expectations or strategies the student can use.

o Prompts the student to bring the DRB home for parents to sign. 5. The students’ points are tracked each day to monitor students’ progress. It is essential that each

teacher completes the form every class so students’ progress can be reviewed. 6. Regular progress monitoring reviews will occur and teachers/staff will be invited to provided

feedback and participate in monitoring discussions. Please contact [insert designated personnel] , ___________________, if you have any questions.

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Daily Behavior Report

• Lists specific action behaviors that are linked back to school/class expectations

• Monitors student progress– 3 point rating system– Student has short and long-term goals

Check in Check out

Examples of Daily Behavior Reports

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Daily Behavior Report – MODEL EXAMPLE

Name: ____ J ohnny Light________ Date: _____J anuary 3__________________

Goal: _____56 points (80%)_______ Earned: ____58 points (83%) – MET GOAL!__ 2 points = Followed expectation 1 point = Improvement needed 0 points = Did not follow expectation

BEHAVIOR HR 1st 2nd 3rd Lunch 4th 5th 6th 7th

Use polite words

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Complete and Turn in

Homework

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow directions

2 1 0

2 1 0

2 1 0

2 1 0

-----------

2 1 0

2 1 0

2 1 0

2 1 0

Keep objects to self and

in their place

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Teacher Initials LM LM J K I T RR J K J K TL FR

Teacher Comments: J ohnny had a great homeroom and 1st period! J ohnny was tipping his chair during 2nd period, though he did stop af ter a warning._____________________________________________________ J ohnny ran in the cafeteria during lunch. Diffi culty paying attention during 7th period; lots of tipping in chair. Parent Comments: Congrats to J ohnny for meeting his goal – yeah!!! We spoke to him about the chair tipping____ _________________________________________________________________________________________________ Parent Signature: ______Rebecca Light________________________________________________

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Daily Behavior RatingsStudent:Directions: For each target behavior or skill; indicate the score that best reflects how the student performed for that day.Scoring Guide: 0 = Student occasionally engages in this behavior

1 = Student engages in this behavior some of the time2 = Student engages in this behavior most of the time3 = student engages in this behavior all of the time

Target Behavior or Skill Score for

Per. 1

Score for

Per.2

Score for

Per. 3

Score for

Per. 4

Score for

Per. 5

Score for

Per. 6

Score for

Per. 7

Score for

Per. 8

Score for

Per. 9

5 Day Total

Daily total:

Comments:

Parent Signature and Comments:

Sample: Daily Behavior RatingsUsing a Likert Scale

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Becka’s Daily Behavior Report Date: _______________ Goal: 9 Smiley Faces

BEHAVI OR Reading Math Science Writing

Raise your hand if you have a question

Stay on task

Keep hands to self

Comments: ___________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Parent Signature: _____________________________________________________

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Activity

• Examine the following DBR for a student just starting CICO

• How can we improve this DBR?

Daily Behavior Report – NON EXAMPLE Name: Joe Problem Date: 1/21/07 1 point = Great Behavior 0 points = Bad Behavior

BEHAVIOR 8:30-10:30 10:30-12:30 12:30-2:30

No talking

1

1

Did not interrupt teacher

0

1

1

Completed work

1

0

1

Completed work correctly

0

0

0

No insubordination

1

1

Teacher Comments: Joe had a bad day in reading class today._______________________________________________

Joe did well in science.______________________________________________________________________________

Joe had some problems in math, but it was better than yesterday._____________________________________________

Point Goal: 15/15 Points Earned: 8/15 = 53% Goal Met: Y / N

Watch out for:

Remedy

Students forgetting to check-in or check-out

–Ensure location and time are feasible–Determine if it is only occurring when the student did not meet goals–Ask teachers to prompt students at beginning or end of day–Incorporate recognition for checking-in and/or out

Students losing their DBR

For younger students–Teachers can hold onto form–Use clipboard–Provide reinforcement at points in day for having form

For older students–Give teachers blanks–Staple it into the student’s agenda book–Provide reinforcement at points in day for having form

Watch out for:

Remedy

Chronic inconsistent

student participation

–Determine if the student really likes adult attention–Determine if student does not get along with Monitor–Ensure academic needs are being met–Decide if an intensive individual assessment and support plan are needed

Students getting upset about low

ratings or not meeting goal

–Teachers and Monitor should not escalate situation–Focus on next class/tomorrow and strategies that can be used to meet goal–Ensure that parents are not disciplining for lower ratings

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Fading CICO

• Once students have reached long-term goal, determine how to fade out CICO:– Introduce self-monitoring – Distribute checks intermittently

– For Ex: continue am/pm checks, but instead of the teacher completing the DBR, have the student fill it out

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Group Activity: Bringing it back to your school

• How might CICO be used at your school?

Summary of Today

• Organizational framework for secondary interventions

• Assessment procedures

• Intervention development

• Interventions– CICO– Self-monitoring


Mentoring and Social Supports

Mentorship for Students with Repeated Behavior Problems

Purpose of Mentoring: Through the development of a positive relationship with a consistent, non-judgmental, encouraging adult; mentoring helps the student:

– Learn how to handle situations that are socially & emotionally challenging

– Expand their access to supportive adults– Improve their concept of self and future

Mentoring for Students with Repeated Behavior Problems

• Why Choose Mentoring: Good intervention choice for students where the function of behavior is attention motivated. For example:– Student is in need of adult role models– Student is in need of adult validation and social

support– Student is in need of a positive relationship with

an adult– Student is in need of positive feedback and

attention

Team Discussion

• Is any type of structured mentoring program currently being implemented at your school?

• If yes, – What is the focus (i.e., target audience and

purpose) of the mentoring program?– What is the mentoring program’s track record

for successful experiences?

Mentoring Options for Students with Repeated Behavior Problems

• Traditional mentoring: One adult to one young person.

• Group mentoring: One adult to up to four young people who meet as a group

• Team mentoring: Several adults working with small groups of young people in which the adult-to-youth ratio is not greater than 1:4.

• Peer mentoring: Youth mentoring other youth.

Recruiting and Retaining MentorsPractices that Work

• Mentors should be clear about why they want to be a mentor. For example..– Have a desire to influence a child’s life on a

personal level– Believes mentoring can have a positive

influence on the choices and path a young person takes

– Desire to better understand youth– Enhancement of personal self-esteem

Recruiting and Retaining Mentors Practices that Work

• Make matches based on interests that both the mentor and the mentee share. For example:

• Hobbies and interests• Life experiences• Sports

Recruiting and Retaining MentorsSuggestions for Recruiting Mentors

• Distribute the Mentoring fact sheet to all staff– Benefits, what to expect, who to contact

• Consider personal invitations to some staff

• Coordination team can either schedule individual appointments with interested staff or hold a general informational session

• Once mentors are identified arrange for Mentor Training and ongoing “check in” sessions


• Common reasons why mentors stop mentoring:– Feeling ineffective or at risk of failure

– Perceiving that their mentees show a lack of effort or appreciation

– Finding that the personal investment required to work with troubled adolescents exceeds their expectations

– Feeling burdened by their youths’ issues and not be aware of available resources

– Feeling overwhelmed by the difficult circumstances or neediness of their mentees


• Ensuring social support is one strategy for preventing mentor attrition– Help mentors feel connected to each other

• For example: group emails or a mentor newsletter; have periodic mentor “get together” events

– Check in with mentors to see how things are going and what they need

– Provide encouragement and recognition• Celebration, appreciation lunch, etc.


• A second strategy to prevent mentor attrition is to provide sufficient training for mentors: research suggests approximately 6 hours of training

– Successful mentors feel confident in their ability to have a positive influence in a youth’s life


• Mentor Training Module Overview:

– Module 1: Mentor Responsibilities– Module 2: Forming Relationships– Module 3: Building Meaningful

Discussions

– Module 4: Understanding Basic Behavior

Patterns


• Options for Using the Mentor Training Modules

– Half day in-service– Four lunch time sessions (with pre-reading)– 2 After school sessions– Independent reading with a lunchtime or

afterschool follow up/checking for understanding session


• The PowerPoint presentation, along with all the other handouts is located in the coaches’ network session of the website

• Let’s take a look at the modules

Planning for MentoringGroup Activity

• As you move through the modules:– Review the content of the module– Be prepared to describe to the group key

topics covered in the module– Generate any questions you might have about

how to deliver or share the info with mentors– If time permits, generate an activity you might

have mentors do during that module’s training

Behavior Skills Support Program: Teacher Feedback Form

Teacher Name:_________________________ Student Name:__________________ _______ Date:_____________ Instructions: Please respond to the following statements.

Not Very Much

Somewhat Very Much

The student is using the new skills he/she learned in the group

1 2 3 4 5

The student is benefiting or seeing changes from using the new skills

1 2 3 4 5

The student is making progress with his/her behavior

1 2 3 4 5

I am satisfied with the progress the student has made

1 2 3 4 5

I feel able to help the student when he/she experiences challenging situations

1 2 3 4 5

Please list one positive comment about the student:____________________

_________________________________________________________ ____

_____________________________________________________________

___________________________________________________________ __

Additional Comments:___________________________________________

_____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Please return form to BSSP Coordinator. Thank you for your feedback.

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Antecedent Level Prevention Interventions

Antecedent Interventions

• Purpose: To prevent behavior from occurring by modifying the environment BEFORE behavior occurs:

• eliminating the trigger

• neutralizing the effect of the trigger

• enhancing the environment

• Antecedents are fast acting and typical work as soon as they are put in place

Antecedent Interventions SuggestionsSocial Control Functions

• When the function of behavior is related to social control functions (i.e., the power struggle) changing our interaction style can reduce the likelihood that behavior will occur

• Help the teacher to be attentive to how they interact with student to prevent behavior from occurring

Antecedent Interventions Suggestions for Social Control Functions

• Basic rapport building• Greet at the door, say hello, express interest,

say something positive• Use phrases that make the student feel

empowered

• Word choice & tone of voice• Present choices and options, speak privately,

use a neutral tone of voice, ask for the student’s input, model appropriate social interactions

Antecedent Interventions SuggestionsEscape from Academic Work

• When the function of behavior is motivated by escape from academic work, antecedent interventions that focus on making the curriculum & instruction a better match for the student’s learning needs can reduce the likelihood that behavior will occur

Antecedent Interventions SuggestionsEscape from Academic Work

• Adapt or accommodate work to increase access to the material

– Vary learning modalities– Provide scaffolds and structure– Accommodate difficulty level– Increase motivation

Antecedent Intervention SuggestionsVary Learning Modalities

• Gather information about various student’s learning styles and preferences for learning

• Develop and use a class learning profile to plan for a range of learning experiences

• Construct learning experiences to use combinations of learning modalities

Class Wide Learning Profile

My Students’ Learning Profile

Verbal/ Linguistic

Logical/ Mathematical

Visual/ Spatial

Body/ Kinesthetic

Musical/ Rhythmic

Inter-personal

Intra-personal

Naturalistic

John x x Bob x x

Jennifer x Staci x x x x

Joleesa x x Avery x x

Franco x x x Gail x x x Bill x

Marrissa x x x Oscar x Jose x x

Stephen x x Kathy x x x

Jerome x x


• Check this site out for a fun interactive multiple intelligences assessment:

• http://www.thirteen.org/edonline/concept2class/mi/index.html


• How will the presentation of content incorporate a variety of learning modalities?

• How will activities incorporate a variety of learning modalities?

• How will assessments incorporate a variety of learning modalities?

91

3 ways to present the same informationLinguistic Representation

92

3 ways to present the same information Graphic Representation

3 ways to present the same information Text and Graphic Representation

Themes

•Appearance vs. Reality: nothing is what it seems to be so characters are nervous and off balance

•Masculine vs. Feminine: challenges traditional gender roles

Characters

•Macbeth: self doubting, slow to act, worried, has conflicted feelings about his ambitions

•Lady Macbeth: ambitious, strong, ruthless, manipulative, plagued by guilt

Multi-Modality Activity Example: Taboo

• Using the format for the game Taboo– Organize students into groups– Assign each group a set of vocabulary words

for the unit– Have groups develop “Taboo” cards that list 5

descriptors that can not be used to describe the vocabulary word when playing the game

Multi-Modality Activity Example: Taboo

– Verbal: creating cards, using vocabulary words and descriptors, listening to clues

– Visual: creating visual picture in your mind using clues; looking at the card

– Logical/Mathematical: working through relationships between words

– Interpersonal: interacting with others to play game

Photosynthesis

Light

Green

Water

Sun

Chlorophyll

Antecedent Intervention SuggestionsProvide Scaffolds & Supports

• Embed reminders or cues• Set up a schedule to turn in drafts or chunks of

a project• Check in on where a student is at with a

project, task or during the class• Provide bulleted directions• Chunk directions (or steps)• Provide an individual review• Provide a rubric

Antecedent Intervention SuggestionsAccommodate Difficulty Level

• Provide individualized review• Provide a model or sample• Help with the first problem• Pair with a partner• Intersperse some easy (or less challenging)

items• Reduce quantity or length of time• Provide choice of 2 equivalent tasks of

different modality

Antecedent Intervention SuggestionsIncrease Motivation

Quotes from New Jersey students:• “Teachers can help the students learn easily what they

need to learn by keeping everyone one on track by making sure they aren’t bored. Kids do not pay attention when they are bored and when things get fun the kids learn more easily and can do better in school.”

• “Don’t talk a lot ‘cause the kids will get bored and the attention span will be lost and then we don’t know what to do because we didn’t pay attention.”


Which are used the most in your school?Teaching Strategy

Most of the Time

Regularly

Some of the time

Hardly Ever

Lecture

Audio- Visual

Demonstration

Teaching Others

Discussion

Practice Doing

Silent Reading


Learning Pyramid

Average student retention rates


• Diversity presentation of material

• Use engaging activities and presentation strategies

• Provide choices

• Pair with a peer

• Use high interest materials

• Intersperse fun review activities

Tools to Support Teachers

PBSIS Class-Wide Accommodations

Organizer

Class Wide Learning Profile – Accommodations and Support Needs

Class: SCIENCE Period: 5 Marking Period: 2ND

Areas of Needed

Supports

Joh

n

Bo

b

Jen

nife

r

Sta

ci

Jole

esa

Ave

ry

Fra

nco

Ga

il

Bill

Ma

rris

sa

Osc

ar

Jose

Ste

phe

n

Ka

thy

Jero

me

Zib

a

Xa

n-P

ing

Fra

nco

Jim

He

nry

Jua

n

He

nrie

tta

Listening and Attending

Directions X X X X X Instruction X X X Planning, and Organization

Work completion X X Writing assignments X X X Managing tasks X X X X Organizing materials X X X Studying & retention X X X X X Practice & applica. X X X Social Relations Positive behavior X X Transitions X X Group work X X X X Participation X X X

Main Points Group Activity

• Roll the dice and get your number

• Move to that area of the room

• As a group determine an answer to your question

• Be prepared to share your response

Main Points Group Activity

Group Question to Answer

1 In 1-2 sentences what is the take home message from today’s training?

2 What are three words you would use to describe the topics discussed today?

3 What is one thing you heard about that you are already doing?

4 What is one thing you heard about that you think your school needs?

5 What is one obstacle you might encounter to implementation?

6 What is one question you still have?

Documents

Function-Based Problem Solving for Students with Repeated Problem Behaviors at the Secondary Intervention Tier Day 2