Inclusion Activity

Inclusion Activity

Give One to Get One

• On an index card, note the following:– Name– Role in your school– Hopes and expectations for today and

secondary practices

Give One to Get One

• Find a partner you don’t know, introduce each other, and share information from your card.

• Trade cards.• Locate a new partner and share the

information from your 1st partner.• Trade cards.• Find one more partner and share

information from your 2nd partner.

Outcomes

• Become familiar with secondary systems and practices

• Create Check In/Check Out for your school

• Learn basics of brief FBA

Agenda

• Opening Activities

• Secondary systems/practices overview

• Creation of CI/CO

• CI/CO Data Tool

• Brief FBA

Working Agreements

Parking Lot

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

School-Wide Systems for Student SuccessPositive Behavior Support

Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Check-in/ Check-out

Individualized Check-In/Check-Out,

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

Complex FBA/BIP

Wraparound

.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway

Social/Academic Instructional Groups

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

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

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Check In/Check Out

• For teachers, staff

• Daily positive adult contact

• Daily report card - Increased attention to behavioral goals

• Home-School partnership

• For all school settings

Check In/Check Out (BEP): Who Qualifies

• More than a minimum number of referrals

• Across several different settings

• Not dangerous to self/others

• Adult attention is reinforcing



Check-in/ Check-out



Complex FBA/BIP

Wraparound

.






Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Social Skills/Academic Instructional Groups

• Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior skills** (Academic Content skills)

• These are often the skill groups facilitated by social workers and psychologists.



Check-in/ Check-out



Complex FBA/BIP

Wraparound

.






Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Functional Behavior Pathways

Setting

Events

Problem

Behavior

Triggering

Antecedent

Maintaining

Consequence

ReplacementBehavior

Function

What is function-based support?

• Defines the maintaining consequences of the problem behavior

• Defines the triggers that set off problem behaviors

• Replaces problem behaviors with positive alternative behaviors

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG Complex

FBA/BIP

Universal

Support

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIPBrief

FBA/BIP

Universal

Team

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Teaming at Tier 2Secondary Systems Planning ‘conversation’

– Monitors effectiveness of CICO, S/AIG, and Brief FBA/BIP supports

– Review data in aggregate to make decisions on improvements to the interventions themselves

– Students are NOT discussed

Problem Solving Team (‘conversation’)– Develops & monitors plans for one student at a time– Every school has this type of meeting– Teachers and family are typically invited

Team TimeSecondary Conversations

• When are secondary systems conversations going to occur at your building?

• Who will be included in those conversations?

• When are secondary problem-solving conversations happening at your school?

• Who is included in those conversations?

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Using Your Data

• Looking at your behavioral data broken down by student.

– What group of students qualify for secondary interventions?

– What percentage of your population is this?

Establishing Check In/Check Out

at Your School (CICO)

Video BEP

Check in

• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Acknowledgement for completing

requirements• Prompt to have a good day

Check Out

• Move quickly

• Recognize student for choosing to come to check out

• Collect a copy of the DPR

• Acknowledge if daily goal has been met

• Prompt for a good day tomorrow

• Send DPR home for signature

Check In/Check Out Coordinator

*”SOMEONE THE STUDENTS ENJOY AND TRUST”*

• Enthusiastic

• Lead check-in and check-out

• Enter data daily

• Create graphs for meetings

• Maintain records

Team Time

• Who will be your CI/CO coordinator?– More than one person needed?

• Where will CI/CO take place?– Central location?– Go to students? (esp. younger)

Teacher’s RoleGreet/Prompt student(s) at beginning of each class/activity

Reinforce/Prompt student during class

Rate DPR at end of each class/activity

Review DPR ratings with student at end of each class/activity

Role Play

Student Acknowledgement

• PRAISE, PRAISE, PRAISE

• Positive adult contact

Student acknowledgement – Tying into the School Wide System

• SW dollars, mini-store at checkpoint– Accelerated value/redemption?

• “Fast Pass” for School Market, lunch line

• Wall of stars – prominent placement

• Morning video (or booster training) guest star

Team Time

Develop an acknowledgement system for students on CI/CO

Will it be tied to SW system?

What? When? Who?

Daily Progress Report ( DPR )

• At least 2 copies• Portable• Group vs. Individualized goals

– age appropriate, start with “rule”

• Reflect all areas of school• Reflect all activities/time periods• Clear, concise, understandable for

students, families and staff

Adapted from Crone, Horner & Hawken (2004)

Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL

BE RESPONSIBLE

BE ON TIME

Parent Signature(s) and Comments: _______________________________________________

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:

Establishing goals

• 80% of total points possible– May be adjusted for some students

• Better to do this before CI/CO starts, rather than after the CI/CO has started and the student has experienced failure

– During introductory meeting (or after any changes), let students know what their target point total should be

• Check for understanding

Graduating from the Program

• 80% or better for at least 4 weeks, on a daily basis

• Consult with teacher(s), team• Meet with student to introduce graduation

process– Show data– Explain how to use rating card/how to judge own

behavior– CELEBRATE!

• Talk with parent about graduation, how they can continue to support their child

Team Time

• Data Rules – Who enters CI/CO– What is daily percentage goal– When do students graduate

• Tracking Tool– Enter data rules on Tracking Tool

Data Tracking Tool

Team Time

• Creating CI/CO Daily Progress Report– Tie into SW expectations– How is the day broken up?– What is your point scale?– Who will complete the sheet if not completed

today? And by when?

Getting the Word Out

• Avoid stigmatizing students

• Make participation appealing

• Allow for opting out

Staff Training• Explain CI/CO mission, culture, process, forms

– Candidates for program• Program capacity, prioritizing, time to placement

– Rating students’ behavior (Completing the DPR)• Giving effective feedback during and after class• Graduating from the program

Training for Coordinators

Training for full staff (ex: staff meeting)

Booster sessions– Opportunities to practice, review forms

Parent Introduction

• Positive

• Collaborative

• Brief

Student Introduction

• CI/CO as an opportunity

• Earn more acknowledgements

• Earn respect of peers

• Emphasize positive culture of CI/CO

• Publicize CI/CO achievements (with permission)

• Incorporate into school’s culture

Work Time

• Training for coordinator

• Training for staff

• Introduction/invitation to parents

– Who?– When?– Where? – How?

Secondary Interventions

Function based behavior support

Positive Behavior Interventions & SupportsA Response to Intervention (RtI) Model

Universal School-Wide Assessment


Secondary

Tertiary

SWIS & other

School-wide data

BEP & group

Intervention data

SIMEO tools: HSC-T, RD-T

Small Group Interventions

In

terv

entio

nAssessment

Revised August, 2007 IL-PBISAdapted from T. Scott, 2004

Functional assessment tools/Observations/scatter plots etc.

Group interventions withAn individualized focus

Simple FBA/BIP

Multiple-domain FBA/BIP

Wraparound

Guiding Principals

• Human Behavior is important, understandable, and predictable

• Human Behavior is malleable or changeable• Human behavior occurs within an environmental

context, not a vacuum• Human behavior is learned, and can be

taught/affected by manipulating aspect of the environmental context

Context for Positive Behavior Support

• A redesign of the environment, not the redesign of individuals

• Plan describes what we will do differently

• Plan is based on identification of the behavioral function of problem behaviors

What is function-based support?

• Defines the maintaining consequences of the problem behavior

• Defines the triggers that set off problem behaviors

• Replaces problem behaviors with positive alternative behaviors

Functional Behavior Pathways

Setting

Events

Problem

Behavior

Triggering

Antecedent

Maintaining

Consequence

ReplacementBehavior

Function

Fu

nctio

n o

f Beh

avior

Functional Behavior Pathways Russell

SettingIssues at

home

Independ. work time

ProblemDisruptive

noises

AntecedentNo teacher attention

ConsequenceTeacher attention

ReplacementBehavior

Raise Hand

FunctionAccess teacher

attention

case example

Choose one student familiar to all in the group

Problem behavior

• What is the behavior of concern– Describe in measurable, concrete ,observable

language – what you see, what you hear– How often, how long, how severe ( frequency,

intensity, duration)

Triggering antecedents (fast triggers)

• What happens before the behavior occurs? Immediate precipitating variables…– People, places, environment (sensory

stimulation: auditory, visual, kinesthetic, olfactory), expectations, communications, demands, requests

Setting events/slow triggers

• Conditions under which the problem behavior is more likely to occur– Environmental, factors that are internal to the

child ( mental health, medication), basic needs (safety , food, sleep), psychological needs (belonging, emotional safety), trauma related

– Does the behavior occur in a particular place, with particular peer groups/adults, structured vrs unstructured settings/activities

Maintaining consequences

• What happens immediately following the behavior?

– Adult imposed consequences– Natural, non-intended

Replacement Behavior

• Must maintain the same function for the student with the same accuracy and efficiency as the problem behavior

Function

• What do they get?– Social attention– Objects/access to activities– Sensory stimulation

• What do they avoid?– Aversive task/activity– Aversive social contact– Aversive sensory stimulation

Setting

Events

Problem

Behavior

Triggering

Antecedent

Maintaining

Consequence

ReplacementBehavior

Function

Settingevents

Triggeringevents

Behavior teaching

Consequencemodification

Wrap Up

Action Plan Completion

• Review action plan

• Additions?

Documents

Inclusion Activity