PBIS-NH Targeted Team Training: New Thinking, Review and Practice

PBIS-NH Targeted Team Training: New Thinking,

Review and Practice

Presented by Eric Mann & Howard Muscott

October 24, 2008

Targeted Team Training: Agenda

New thinking and Review of recommended system and practice features at the targeted level, including: Criteria for students not responding to universal

systems Targeted Group Interventions FBA & BSP

Develop team action plan through June Differentiated team time with NH CEBIS coaching to

assess and improve the quality of behavior support plans &/or work on action items

The PBIS Triangle: A Continuum of Care and Education Supports

Links to Wraparound-NH Facilitation

School-basedIntensive Supports

Coordinator

Effective School-wide & General Education Classroom SystemsInstructional & Behavior Management Practices

Systematic ScreeningPositive Parent Engagement

An Array of ‘Function-Based’ Group Interventions for Non-Responders to School-Wide Systems

or Early Primary Intervention

Individualized Function-Based Support Plans for School-Wide & Group

Non-Responders


Links to Community Collaboratives

Mann & Muscott (2007)

An Efficient Primary Intervention for Early Non-Responders to School-Wide and Classroom Prevention and Response Systems (e.g. scheduled feedback)

Intensive Support Plans &Crisis Intervention

Primary

Prevention:

~80%

Secondary

Preventio

n:

~15%

Tertiary

Preven

tion:

<5% Links to MH and other Community-Based Supports

The PBIS Triangle: A Continuum of Care and Education Supports


Coordinator

An Array of ‘Function-Based’ Group Interventions for Non-Responders to School-Wide Systems

or Early Primary Intervention

Individualized Function-Based Support Plans for School-Wide & Group

Non-Responders


An Efficient Primary Intervention for Early Non-Responders to School-Wide and Classroom Prevention and Response Systems (e.g. scheduled feedback)

Secondary

Preventio

n:

~15%

Secondary PreventionTargeted Approaches

A Function-BasedPerspective

2. Data-Based Decision Making

4. Early Identificationand Referral

Processes

3. Communication with Staff and

Families

6. Targeted Group Interventions

7. Functional Assessment

Muscott & Mann (2007)

DATA

SYSTEMS

PRACTICES

5. Teacher Check, Connect, Expect

Universal Primary Prevention

SAU/District-wideAdministrative Team

1. Targeted Team and Processes

8. BehaviorSupport Planning

Targeted Team RequiresMultiple Forms of

Knowledge

Knowledge aboutthe Setting

Knowledge about Behavioral Theory

Knowledge about the Student

Adapted from Horner (2006)

Knowledge about Data-based

Decision Making

Knowledge aboutFamilies

Knowledge about Mental Health

PBIS Secondary Processes Implemented with Fidelity

Efficient Initial Intervention ImplementedEffective with Many At-Risk Students

PBIS-NH Secondary Systems Logic ModelMuscott (2008)

Targeted Group Interventions ImplementedEffective with Additional At-Risk Students

PBIS Primary Prevention System Implemented w/ FidelityVast Majority of Students Respond

FBA & Behavior Support PlansEffective with Additional At-Risk Students

Early Identification of At-Risk Students


A Function-BasedPerspective 4. Early Identification

and Referral ProcessesMuscott & Mann (2007)

DATASYSTEMS

PRACTICES

Determining Criteria for When Students Are Not Responding to School-Wide Supports: Assure

Universal Supports Have OccurredMann (2008)

Prevention Practices: Response Continuum:Consistent language Reminders, redirection and

reteaching of positive behavior

Consistent processes for teaching expected behavior & responding to problem behavior

1:1 conference with student

Effective classroom management Team conference with student

Effective instruction practices Administrative conference

Common definitions for desired behaviors

Phone conversation with parent

Common definitions for problem behaviors

Conference with parent (promote engagement)

Detention and Suspension

Referral to Guidance

Behaviors Frequency

Class DisruptionDisrespectNon-ComplianceLanguage

3 majors or repeated minors (9 minors) per week with no response (improvement) after steps taken on response continuum

Homework Not completed 2 out of 6 assignments. 2 per week.

Retreat/ Withdrawal/ Internalizing

Continued occurrence following parent contact, observation & referral to guidanceAddress frequency and intensity criteria

Hygiene Continued occurrence following parent contact, teacher conference & referral to guidanceAddress frequency and intensity criteria

Determining Criteria for When Students Are Not Responding to School-Wide Supports:

Behavior and Frequency CriteriaMann (2008)

Procedure Outcomes for Referral to Secondary Supports

Student meets criteria for non-response/ Primary supports implemented with fidelity

Staff know the types of concerns that are appropriate to trigger secondary level supports

Staff know what informal/ formal steps to take prior to referral

Staff know how to initiate the process and what to expect when a student is referred

Staff know what information must be available at an initial meeting

Procedure Outcomes for Referral to Secondary Supports

Staff know what “function” meansStaff think about predictors before

referralStaff are trained in conflict cycle, de-

escalation techniques Staff are trained in effective family

engagement practices

Teacher Check, Connect and Expect

Efficient Systematic Intervention for Students Who Do Not Respond to

SW and Classroom Prevention and Response Systems

Teacher Check, Connect and Expect (TCCE) is a highly efficient, early, systematic response for students who do not respond to primary systems of behavior support.

TCCE occurs prior to implementing more sophisticated/ less efficiently accessed secondary supports.

Teacher Check, Connect and Expect Mann and Muscott (2007)

TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to students for exhibiting expected classroom behaviors.

Feedback is linked to school-wide expectations.

Effect on behavior is monitored using data-based decision-making.


TCCE offers an immediate/ low effort approach whereby teachers:1) Greet students at the beginning of the

day/ beginning of class (MS/ HS)2) Rate behavior on a daily report card at

scheduled intervals throughout the day3) Provide brief end of day review,

feedback and encouragement on student performance relative to pre-established criteria


Potential Benefits of Involvement in

Teacher Check, Connect and Expect Increases positive teacher-student contacts prior relationship

damage caused by repetitious conflict Early, effective, efficient response to emerging problem

behavior before chronic & ingrained Increased recognition for following expectations Increased opportunity for home-school communication &

partnership Connects logically/ easily to school-wide expectations Measurable assessment of progress -- helps determine if

interventions are working Provides data useful for identifying predictors of behavior

should functional assessment be needed

Teacher Check, Connect and Expect A Helpful Outcome is Almost Guaranteed!

Either: Improves student behavior

OR

Provides useful data with greater precision to help Targeted Team with assessment of function

Student Nominated for Teacher Check, Connect and ExpectSystematic Screening

Meets Criteria for Non-response to Primary SupportsTeacher or Parent Referral

Parental Approval / SC Coach Assigned Review Meeting Date Set

Teacher(s) ‘Coached’CCE Implemented

Classroom Teacher feedback at set intervals

throughout day

CCE Card with SW Behavioral Expectations

Provided in AM

CCE CoachSummarizes Data

Keeps Targeted Team informed

Meet after 20 School Days with Student, Teacher, Parent

to Review Progress

Exit Program

ReviseProgram

One Minute Review at end of day with Classroom Teacher / Lead Teacher

Sheet to Coach Consider Different Support


Learning Zone Progress Card Be Safe, Considerate and Do the Right Thing!

3 = Strength 2 = Showed Both Strength AND Need 1 = Need 0= Major Office Referral

Period or Subject Safe Considerate Do the Right Thing

Total points HomeDate: _____

Total Checks:___/ 54 = ___%

Goal Met: __ Yes __ No

Goal: __ points

A

___/9B

___/9C

___/9D

___/9E

___/9F

___/9Total ___/54

___%



6. Targeted Group Interventions


DATASYSTEMS

PRACTICES

Targeted Group Interventions

TGIs address groups of students who:

1. Fail to respond to system of primary supports

2. Are not currently engaging in dangerous or extremely disruptive behavior

3. Share similar functions based on a functional assessment, and/or require similar skill development

Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002

“ To Get”(gain

access to)

“To Avoid”(escape from)

Attention

Activity/ Task

Tangible

Sensory

Function ‘To Get or Avoid’ that is the Question

Targeted Group Interventions and Functions of Behavior

Access Adult Attention/Support The Behavior Education Plan (BEP) Mentoring Programs

Access Peer Attention/Support Social Skills Instruction Peer Mentoring Self-management Programs

Access Academic Support (function: academic task escape) PASS Program Homework Club Peer Tutoring

Procedures for Assigning Students to Targeted Group Interventions

1. Student does not respond to primary supports or TCCE and there is confidence in a hypothesis of function

2. T-Team & teacher(s) view available TGIs and determine if there is a good fit based on student function & skills If no match, initiate procedure to

develop function-based BSP

3. T-Team provides student information to lead staff member of the TGI that matches to determine if/ when the intervention could begin

4. Parent is contacted/ engaged; options discussed; permission provided

5. Meeting with student & parent is scheduled Program information, expected outcomes

discussed, 1st review meeting scheduled

6. Student agrees to participate/ contract signed by student & staff.

Procedures for Assigning Students to Targeted Group Interventions

Antrim Elementary School 07-08A Piloting of Practices Year

Enrollment is approximately 150 The Triangle for 07-08

85% Green; 13% Yellow; 2% Red Teacher Check, Connect, Expect Targeted Groups

Math Club; Walking, Running Club, Mural Makers Club

Mural Makers – Six students 9/1 – 2/28 22 ODRS or 3.7 month 3/1 – 5/21 1 ODR of .3 month


A Function-BasedPerspective7. Functional

Assessment


DATA

SYSTEMS

PRACTICESUniversal Primary Prevention

SAU/District-wideAdministrative Team

8. BehaviorSupport Planning

Function- Based Behavior Support Plans

Function of Behavior: What is gained or avoided as a result of the behavior (i.e. what motivates the behavior and makes it likely the behavior will repeat given similar context)FBA: A process to identify the reliable predictors of behavior resulting in a hypotheses of the ‘function’ of behaviorFunction-based BSP: A strategic support plan that incorporates teaching, identified ‘function’ and strengths to create increased likelihood that student will engage in more frequent socially and academically appropriate behavior

Behavior Pathway

A practical goal of an FBA is to develop a reliable behavior pathway for problem behavior routines

Setting Events

TriggeringAntecedents

ProblemBehavior

Testable Hypothesis:Simple Behavior Pathway

MaintainingConsequence

Function?

FBA to Behavior Support Plan

Once a reliable pathway is determined, a function-based plan is developed by influencing the components along the pathway and by assuring that function can be efficiently met through positive rather than problem behavior

COMPETING PATHWAYS

Desired Behavior Typical Result

Setting Event Trigger Problem Behavior Maintaining Consequence

Replacement Behavior

BEHAVIOR SUPPORT PLANNING

Setting Event Manipulations

(Make Problem Behavior Unnecessary)

Antecedent Manipulations (Make Problem Behavior Unnecessary)

Behavior Teaching (Make Problem Behavior Inefficient)

Consequence Manipulations (Make Problem Behavior Ineffective)

Function?

FBA/BSP Fidelity of Implementation Evaluation Tool

Muscott, Benjamin, Bradley, Gersten, and Mann (2007)

20 item tool to evaluate features and skills Five Features

Develop a Behavior Pathway and Summary Statement

Developing Replacement Behavior Based on Function

Identify Strategies For Behavior Support Plan Develop a Plan to Monitor Progress Develop a Detailed Action Plan to Implement the

BSP

Percent of 2007-08 Behavior Support Plans from All PBIS-NH Cohort Schools Reaching Competence on Behavior

Support Plan Skills (n = 18)

0%10%20%

30%40%50%60%

70%80%90%

FBA/BSP Skill

Per

cent

of S

choo

ls A

chie

vein

g C

ompe

tenc

e

Comparison by PBIS-NH Cohort of Percent of 2007-08 Behavior Support Plans Reaching Competence on

Behavior Support Plan Skills (n = 18)

0%10%20%30%40%50%60%70%80%90%

100%

FBA/BSP Skill

Per

cent

of

FBA

/BS

Ps

Ach

ievi

ng

Com

pete

nce

Cohort 1

Cohort 2

Cohort 3

Cohort 4

Cohort 5

Cohort 3-5 Behavior Support Plans: Common Problems

Not including quantifiable baseline data when

defining problem behavior Jane moves from her seat, speaks out, taps,

and/or talks with peers or adults.

Not breaking out function by routine Jill skips classes, is disrespectful to teachers,

and “flips out” to access more time with/attention from friends.

Trying to address multiple problem behaviors and multiple functions

Fast Triggers Problem Behavior Possible Function

Being asked to writeSpellingTransitionsUnexpected changePerceived criticismReal criticismPENot having choicesInvasion of personal space

Takes things personallyBecomes defensiveMay w/drawEasily frustratedAggressiveTemper OutburstsNoncomplianceBullyingEmotional OverreactionInappropriate responses

Needs to feel acceptedNeeds to save faceAvoid failureSafetyControlNeed for structureNeed for choiceTo meet sensory needs


Not matching replacement behavior with function Problem behavior and stated function: Jane

moves from her seat, speaks out, taps, and/or talks with peers or adults in order to get interactions with others and to be able to move after long periods of sitting.

Replacement behavior: Jane will display a break sign to take a one minute walk to the bubbler or to quietly change seats.


Inadvertently reinforcing problem behavior When Jill is disrespectful in class, she should be

sent to her guidance counselor, Ms. Jones, during class time to discuss her inappropriate behavior.

Not selecting punishment strategies that will reduce the likelihood that problem behavior will reoccur When Jane skips classes she will receive

detention.


Not incorporating strengths in reinforcement strategies

Not including target/outcome behaviors (quantifiable criteria for success) Bill and his parents will meet with his

teachers after 4 weeks to review his progress as reflected by his contract cards.

Submitting data collection forms that do not meet criteria for a plan

FBA/BSP Evaluation Tool Activity

Who: Targeted Teams

What: Using one of the example BSPs, evaluate the BSP with the FBA/BSP Evaluation Tool

Timeframe: 40 Minutes

Report Out: Group Share

Example Improved Activity

Who: Individuals and Team

What: Individuals read through improved example and discuss as team

Timeframe: 30 minutes

Report Out: Group Share



2. Data-Based Decision Making


DATASYSTEMS

PRACTICES

Identifying Broad Outcomes By Asking Key Questions

1. What do you want to achieve in terms of creating a secondary system of supports?

2. How will we measure the overall effectiveness of the secondary system?

Intervention Function Served

Common Behaviors

Staff Involved

Schedule Data Available to Determine

Success

“Working Smarter” Targeted Group Interventions

Intervention Function Served Common Behaviors Staff Involved

Schedule Data Avail.

Check-In, Check Out

Access adult attention

Varied, result in attention from adults

Muscott, Mann

Daily Arrival /Dis

Yes

Peer Mentoring

Access peer attention

Attention-Seeking from peers

DillonGriswold

Individual schedules

Yes

Service-Learning Programs

Avoid typical classroom; Gain adult attention

Attention-Seeking; Class / school avoidant; Work oriented

MuscottApfel, LeBrun

Individual Schedules / after school

Yes

Tutoring / After School HW Group

Access adult attention; Access academic support

Demonstrates Academic Need; Fail classes; Not completing HW; Seeks adult help

Gately, Bradley, Pomerleau, LeClair

M, W, F1-3 PM and after school

Yes

Social Skills Group

Peer and adult attention

Trouble make/keep friends; disruptive to gain peer attention

Smith, Jones

Mondays at 1:00

No

Family / Parent Supp Group

Access Behavior Support; Access Attention

Frequent parent contact with school

Gleckel, Mann

T 2 PM; Th 7:30 PM

Yes

“Working Smarter” Targeted Group Interventions(Some interventions such as Service Learning may be available to all students as a universal intervention)

Benchmarking the Targeted System

Team is established and functioning Have identified decision rules about non-responders Have identified decision rules about what needs to have

been tried prior to referral have been identified Referral process/protocol is completed Referral form is completed Team has begun accepting referrals Team has begun providing supports/plans Decision to use/ Developed / Implemented TCCE made Decision to use/ Developed / Implemented TGI made

Benchmarking the Targeted System

Team has begun providing supports/ developing plans

Decision whether to use Social Contracting as a first support for early non-responders to SW system

Decision to implement one or more targeted group interventions (TGI) has been made (what TGI addressing what ‘function’?) : ________________________________________________________________________________________________________

Staff have provided input for procedures and forms and have received any necessary training to understand purpose of team

Families have provided any relevant input and received information to understand purpose of team

Targeted Team BenchmarksFall 2008, By School, n=22 schools, 35 questions

0%10%20%30%40%50%60%70%80%90%

100%

Percent In Place Percent Partially in Place Percent Not in Place

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Activity: Targeted Team Status Report

Who: Team What: Complete the Targeted

Team Benchmarks sheetProvide a copy to usTimeframe: 15 minutesReport Out: None

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Annual Action Plan Activity

Who: Targeted Teams What: Using Data-based decision making, identify

outcomes re: Targeted Systems and Practices for this school year (where do want to be by 6/1/09). Be specific and realistic Outcomes should feel satisfying without being

overwhelming “If we do this, we will have made solid progress”

Timeframe: 30 Minutes Report Out: None

Differentiated Team Time Based on Your Action Plan

(CEBIS Coaching Support Available)

Team and Systems

Criteria Development

Teacher Check, Connect and Expect

Targeted Group Interventions

FBA Practice

Documents

PBIS-NH Targeted Team Training: New Thinking, Review and Practice