Upload
vannguyet
View
225
Download
4
Embed Size (px)
Citation preview
PBIS:
An Overview of Tier II
Interventions
Paula Leavitt, RSU #10 Co-Director of Special
Services
Clarissa Errington, RSU #10 Co-Director of Special
Services
Katherine Harvey, RSU #10 PBIS District
Coordinator
Workshop Goal:
You will leave this session with
additional knowledge in the following
areas:
PBIS
The continuum of interventions
The need for Tier II interventions
Goals of Tier II interventions
Tier II intervention options
Evaluation tools
Capacity Building
Sustainability
Positive Behavioral Interventions and
Supports (PBIS)
School-wide PBIS is: A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective learning environments for all students.
Evidence-based features of SW-PBS Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems that support effective practices)
Universal
Targeted
Intensive
• Universal Interventions
• All students in the school
• Targeted Interventions, Groups
• Students at risk for behavior problems
• Intensive, Individualized Interventions
• Students with serious or chronic behavior
problems
Universal
Targeted
Intensive Continuum of
Support for ALL:
Dec 7, 2007
Problem solving
Cooperative play
Adult relationships
Anger management
Attendance
Peer interaction
Individual play
Label behavior…not people
Self-assessment
• Nearly 20% of the school‐age population is affected
with social‐emotional/behavioral and/or mental health
concerns (U.S. Department of Health and Human
Services, 1999)
• Of the 20% affected only 30% of those students
actually receive services (U.S. Public Health Service,
2000)
• Fewer than 1% of students receive special education
services for emotional disturbance (Kauffman, 2001)
What Do We Know?
Challenge:
What Do We Know?
• Although signs of emotional and behavioral
disorders can be detected at an early age
– children and youth are often inadequately
supported
– delayed in accessing services or
– receive no treatment at all (NRC and IOM, 2009)
What Do We Know?
• Long‐term outcomes for students experiencing
emotional and/or behavioral disorder symptoms or
concerns are very poor
– Drop‐out, Incarceration
– Homelessness, Psychopathology
– Diminished functioning
– Difficulty finding & maintaining employment
– Problems developing interpersonal
relationships (NRC and IOM, 2009)
What Do We Know?
• Schools are natural context for promoting
healthy development and preventing emotional and/or
behavioral disorders (Adelman & Taylor, 2006)
• Schools are recommended as primary location
for identification and support (U.S Public Health Service, 1999)
What Do We Know?
• Extensive research has been conducted for
both Tier I and Tier III supports
• Less is known about Tier II e.g.
– How decisions are made for identification and
intervention selection
– Feasibility of implementation by typical school
personnel
– Added effects – after universals are in place
Tier II Interventions
• For students who…
– Are at‐risk for an academic and/or social‐
behavioral concern
– Continue to engage in frequent problem behavior
despite effective school‐wide, tier 1 prevention
efforts
– Need additional teaching, monitoring and
feedback
– Could benefit from extra attention or support at
school before they are in crisis (Crone, Hawken & Horner, 2010)
NOTE: specific to Special Education; this helps in the pre-
referral process
Tier II Interventions
For students with…
• Low level problems
– Non‐compliance, disrespect
– Work completion
– Attendance, tardy
• Office Discipline Referrals (2‐5), classroom minor
(4‐6)
• Behavior occurs across multiple locations
• Students with internalizing or externalizing
concerns (Crone, Hawken & Horner, 2010)
Goals of Tier II
• Have available a menu of interventions for
responding to the diverse range of student
needs
• Provide interventions to support
approximately 15% of the student population
who are at risk, but not currently engaging in
severe problem behavior (Walker & Horner, 1996; Crone, Hawken & Horner, 2010, p. 7)
Key Features of Tier II Interventions
• Continuous availability & quick access to the
intervention
• Similar implementation across students
• Low effort by classroom teachers
• Intervention is consistent with school wide
expectations Office of Special Education Programs (OSEP, 2005)
Why Use Tier II Interventions
• Not all students require an intensive,
individualized intervention
• Can be effective in preventing severe
problem behavior
• Allows use of fewer resources while still
providing positive effect
Who is the audience?
Before we start the Tier II
journey we must ask?
Do we have a school–wide PBIS framework in place as measured by the School Evaluation Tool, Benchmarks of Quality, Team Implementation Checklist, and PBIS Implementation Checklist?
Are 80% of classrooms utilizing a PBIS classroom management plan?
Is there a data system in place for documenting office discipline referrals, that includes the “Big 5”.
Is staff informed and trained in the use of Functional Based Thinking?
Functional Based Thinking
Function Based Thinking is:
A process that facilitates classroom
teachers ability to identify
appropriate interventions to
address behavior issues.
What are the differences between
FBA and FBT? Functional Behavioral Assessment (FBA)
• A process and a product
Requires formal assessment and analysis of
comprehensive data
Involves multiple team members
Requires individual trained in behavior analysis or
functional assessment
Typically a lengthy and intensive assessment and
intervention process
Not often used as a preventative measure, but
rather instituted when more problematic behaviors
arise
What are the differences
between FBA and FBT? Function-Based Thinking (FBT)
A quick systematic way of thinking that informs the selection of effective function based supports
A preliminary step, prior to an extensive FBA
Only requires the teacher and an individual knowledgeable of behavior management to facilitate the learning process for teachers
Draws from the research-based components of FBA
Designed to be used as an early intervention strategy with mild to moderate behavior problems
Designed to be used prior to involving the student support team or outside supports
3 steps of FBT
1. Gathering information
◦ Emphasize data already collected by teachers
2. Development of a plan
◦ Ensuring interventions match function
◦ Matches teacher style and comfort level
3. Evaluation/monitoring of the plan
◦ Simple
Step 1: Gathering Information
Antecedent, Behavior, Consequence data
Data comes in many forms:
◦ Student grades, homework and work completion,
◦ tardies, absences and even visits to the nurse or
◦ guidance office
Let the data define the problem
How do we know it’s a problem? “Show me the data”
Step 2: Development of a Plan
Its easy to become overwhelmed and rely
on whatever intervention might have
worked with a previous student
Research suggests selecting an
intervention that addresses the function
of the behavior yields higher success in
changing the targeted behavior (Scott et al., 2005)
Step 3: Evaluate/monitor the
plan • Data (information) collection should be
on-going and simple (Jenson, Rhode, and Reavis (1995) in the Tough Kid Tool
Box)
Periodically compared with the baseline
How else do you know if it is working?
Reported to those involved
Student and faculty and parents celebrate
success
Questions to Guide Implementation
How will you support teachers in changing
their behavior?
Discuss methods for getting this information to
teachers.
Who is available to provide initial and ongoing
support to teachers as they learn FBT?
A number of intervention programs are
available for students showing early signs of
emotional and/or behavioral disorders;
We will review the following:
- BEP: Check‐in/Check‐out
- SOCIAL SKILL INSTRUCTION
- ACADEMIC INSTRUCTION
- MEANINGFUL WORK
Check In Check Out
•Intervention is continuously available
•Rapid access to intervention (72 hr)
•Very low effort by teachers
•Positive System of Support
•Students agree to participate
•Implemented by all staff/faculty in a school
•Flexible intervention based on assessment
•Functional Assessment
•Adequate resources allocated (admin, team)
•weekly meeting, plus 10 hours a week
•Continuous monitoring for decision-making
Critical Features of CICO
Why does CICO work?
Improved structure
Prompts throughout the day for correct behavior
System for linking student with at least one adult
Increase in contingent feedback
Feedback occurs more often and is tied to student behavior
Inappropriate behavior is less likely to be rewarded
Elevated reward for appropriate behavior
Adult and peer attention
Linking school and home support
Organized to morph into a self-management system
Social Skill Instruction
Definition -Social Skills
Social skills are defined as "those behaviors which, within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).
a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations
Steps in Social Skill Instruction
Assessment
Planning
Lesson Development
Teaching
Generalization
Planning
Lesson Plans: Teach (tell)
Lesson Plans: Demonstrate (show)
Lesson Plans: Practice
Lesson Plans: Review & Test More Practice
Important Themes
Part of a continuum – must link to
school-wide PBS system
Efficient and effective way to identify
students
Assessment = simple sort
Intervention matched to presenting
problem but not highly individualized
Final Thoughts
Fluency in essential features social skill
instruction
Apply basic logic of SW-PBS (data,
practices, systems)
Effective instruction
Meaningful Work
School‐based jobs intervention is designed
to:
increase student responsibility.
give students an increased sense of
purpose and connectedness in the school.
serves to meet the functions of escape
from the classroom and/or gain adult
attention.
Meaningful Work
Provides escape from some of the
frustrations of school and allow students
to have an area to excel on a regular
basis.
Provides connectedness to the school
environment and someone in the school.
Connectedness to School Has
Three Elements • Providing opportunities for active
involvement so students have a
contributing role in a social unit
• Developing the skills to be successful
in that involvement
• Making sure that young people are
recognized for their skills in ways
that mean something to them.
Meaningful Work (MW)
Clear screening procedures
Group of 5 - 10
Student goes to “work” daily at assigned time for a
specific amount of time.
Daily report card completed by job supervisor after job
completed
Daily report card completed by teacher at least twice.
Chart student data daily
Student report card shared with family daily.
10-20 weeks
Key Features of Meaningful
Work 1. Meaningful Work is an efficient system that
is capable of providing behavior support to moderate-sized group of at-risk students at the same time
2. Students are identified and receive support within a week
3. Work daily in a respected job with a caring supervisor
4. MW increases the likelihood that each day the student has a positive experience with an adult away from the classroom
Key Features of Meaningful Work
continued 5. MW increases the frequency of contingent
feedback from the teacher.
6. MW requires low effort and results in large changes in student behavior.
7. MW links behavior and academic support.
8. MW is implemented by all staff in the school.
9. Students choose to participate.
10. MW employs continuous monitoring student behavior and active use of data for decision making
For Whom Is the Meaningful Work
Appropriate?
APPROPRIATE
– Quiet, withdrawn,
isolated
– Low-level problem
behavior (not severe)
– 3-7 referrals
– Behavior occurs across
multiple locations
• Function of the students’
behavior is escape/
avoidance or adult/peer
attention and escape/
avoidance.
INAPPROPRIATE
– Serious or violent
behaviors/ infractions
– Extreme chronic
behavior
(8-10+ referrals)
– Require more
individualized support
• Full functional
assessment
• Wrap-around services
Meaningful Work Readiness
Checklist • School-wide system of behavior support in
place
• Staff buy-in for implementation of MW
• Administrative support time and money allocated
• No major changes in school climate e.g., teacher strikes, administrative turnover, major changes in funding
• Tier II social/emotional/behavioral intervention
implementation a top priority
Questions
Resources
Mitchell, B., Gage, N., Stormont, M., (April 26, 2011) Tier II
Interventions within Context of a Tiered Prevention Framework,
Lecture conducted from University of Missouri-Columbia
Hershfeldt, P., EdD, Pell, K.,Bradshaw, C., (March 10, 2011), Function
Based Thinking: A Systematic Way of Thinking About Function and Its
Role in Changing Student Behavior Problems, Lecture conducted from
Johns Hopkins University
Lewis, T. (October 3, 2010). Social Skills Instruction as Tier II
Intervention. Lecture conducted from University of Missouri
Kelk, M., Ph.D., (March 1,2011). Meaningful Work: A Tier II Standard
Treatment Protocol, 2011 APBS Conference, Lecture conducted from
Denver Colorado
Thank you Contact information
Paula Leavitt
Pleavitt @rsu10.org
Clarissa Errington