Tier 2 Continuum of Behavior Support Data, Teaming & Intervention Systems Chris Borgmeier PhD Portland State University [email protected]

Tier 2 Continuum of Behavior Support Data, Teaming & Intervention Systems

Chris Borgmeier PhDPortland State [email protected] www.tier2pbis.pbworks.com

mailto:[email protected]

http://www.tier2pbis.pbworks.com/

Tier 2 & 3 LogicAssessment & Intervention

Universal School-Wide Assessment

School-Wide Prevention Systems

Intensiv

e

Targeted

Intervention

Asses

smen

t

Increasing Minutes Spent on

Assessment and Intervention

Few Minute

s

Few Minute

s

Many Minute

s

Teaming Structures & Processes

ScreeningDecision RulesProgress Monitoring

Individual PBISEfficient Teaming Process

◦ Clear roles, procedures & responsibilities

Intervention Focused◦ Linked to Continuum of Interventions (Tier 1 2 3)◦ Try the easy things first (Tier 2 Interventions)◦ …then Tier 3 (FBA/BSP)

Data focused & Early Identification◦ Progress Monitoring◦ Student Identification through Systematic Screening

Individual PBIS TeamTier 2/3 Progress

Monitoring (Systems & Students)

Team Members: Administrator

Behavior Specialists -e.g. SPSY, SPEDCICO Coordinator

-e.g. counselor, IA

Meets every 2 wks 30-45 min.

Universal Screening & Identifying Students at

risk

Match Students to Interventio

n

Monitor Student Progress

Monitor Systems

(Tier 2 & Tier 3)

Individual PBISTeam

Responsibilities

RESPONSE TO INTERVENTION (RTI) From Tier 2 to Tier 3

FBA TeamProgress

Monitoring Team

Plans SW & Class-

wide supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

Trust the System -- Tier 2 ProcessMaximizing # of minutes/ student





-e.g. counselor, IA


Student 1FBA/BSP

team

AdministratorBehavior SpecialistStudent

Centered team

Student 2FBA/BSP

team


Centered team

Student 3FBA/BSP

team


Centered team

Student 4FBA/BSP

team


Centered team

Student Screening & Identification

Emphasize early identification





-e.g. counselor, IA


Universal Screening & Identifying Students at

risk

Match Students to Interventio

n

Monitor Student Progress

Monitor Systems

(Tier 2 & Tier 3)

Individual PBISTeam

Responsibilities

Universal ScreeningBefore the 1st Day of School

Review Data from last year◦ Your school data◦ And data on incoming students (if available)

Identify students who had Behavior Support Plans in place per IEP (or otherwise)◦ Prepare to implement BSP with necessary

modifications from beginning of the school year

Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

Previous Years Discipline data

Who had FBA/BSP’s last year?Which students moved on? Which are returning this year?

Who needs to be on our radar from Day 1?

Decision Rule

Can we get data for our incoming class & new students?

Returning Students (8+ referrals)

Three returning students had FBA/BSPs last year◦ Students w/ 16, 11, & 10 referrals◦ Make modifications to last years BSP & prepare to

implement from beginning of school year

These returning students did not have behavioral interventions in place last year

Robbie - 9 referrals last year Jaden - 8 referrals last year Jorge – 10 referrals last year Logan – 11 referrals last year Galen - 11 referrals last year

Get all 5 started on CICO during 1st week of school

Plan a Check-In Event (orientation) for

students before the school year begins

Start Supports from the beginning of year –

NO WAITING TO FAIL!

Continuing Screening through the Year

I-PBS team reviews student referral data every 2 weeks at each meeting◦Many referrals might also go directly to

the CICO manager

Develop Decision Rules for continuing Student Identification through the year◦Example: Students receiving 3rd referral

or 2nd in a month

Tier 2 & 3 -- RTI Assessment & Intervention



Intensiv

e

Targeted

Screening Referral Data (ODRs)

Refer to Tier 3 team: Practical

FBA

“Tweak”/ Small change to CICO

Basic CICO

Modified CICO Matched to

Function

Intervention

Asses

smen

t

Borderline Initial CICO

Data

Non-Responder Preliminary FBA

Individualized Behavior Support

Plan

Wraparound Supports

Team Tasks – Universal Screening

Develop a plan for Universal Screening to implement before Day 1 of the school year:

◦ Who will meet? when? & where?

◦ What data will you use to ID students for intervention?

◦ Develop DECISION RULES for identifying students: At the beginning of the year? On a continuing basis throughout the year

◦ Using your current data, which students do you want to target for intervention NOW & Next Fall?

◦ What interventions & activities will you implement to support these students from the beginning of the school year? CICO FBA/BSP Other?

Tier 2 & 3Continuum of Interventions

Tier 2 & 3 Continuum of Interventions



Intensiv

e

Targeted


Basic CICO


Function

Intervention

Asses

smen

t


Plan

Wraparound Supports

What constitutes a Tier 2 Intervention?◦ EFFICIENCY & MAXIMIZING RESOURCES◦ An intervention that:

Serves multiple students at one time (15-25 student at once) More efficient use of resources that 1 student at a time

Students can get started with almost immediately upon referral

Requires almost no legwork from referring staff to begin implementation of the intervention with a student

All school staff know about, understand their role with, and know the referral process for

◦ SYSTEMS NOTE: Resources Required: If program is not self-sufficient… and requires significant

organization by referring staff… it’s not a Tier 2/ targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

CICOfrom Simple to Advanced

Start with Basic CICO◦Should work for the majority of at-risk

students◦Complete CICO Fidelity Assessment

Once implementing CICO with fidelity & using data for decision making◦Data for student identification◦Data for student progress monitoring to ID

responders/borderline/non-responders

Start adding variations of CICO

Intervention is continuously availableRapid access to intervention (72 hr)Very low effort by teachersConsistent with school-wide expectationsImplemented by all staff/faculty in a schoolFlexible intervention based on assessment

◦ Functional AssessmentAdequate resources (admin, team)

◦ weekly meeting, plus 10 hours a weekStudent chooses to participateContinuous monitoring for decision-making

Major Features of Targeted Interventions

CICO: Implementation ChecksSYSTEM

◦Person assigned with FTE to coordinate & manage daily implementation of CICO

◦Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring

◦Materials & incentives readily available◦Staff-wide buy-in, commitment & training

in roles, responsibilities related to CICO Regular updates to staff on student data &

implementation

CICO: Implementation Checks

PRACTICES◦Reliable daily am check-in & pm check-

out◦Students earn rewards for success (daily

at first)◦Not punitive

CICO: Implementation Checks

DATA◦Daily collection of point card data◦Regular review of graphic student

data for decision making (at least every 2 weeks)

◦Regular student referral for early identification of at-risk students

Data CollectionFocus on Efficiency

Generic point card◦Expectations linked to School-wide

rules◦Limited individualization◦We do not want to spend time

tailoring the point card at this level of intervention

Generic Point CardNo time spent individualizing

Team Task:1. Take a few minutes to complete the BEP-FIM as a Self Assessment.

2 = In Place1 = Partially In

Place0 = Not in Place

2. Identify actions necessary to address areas to improve CICO implementation

CICO: Advanced Applications

Small Modifications or “Tweaks”

Additional Tier 2 Interventions

Remember focus on Efficiency in Progress Monitoring Meeting◦Minutes per Student

Tweak or Small CICO Modification Alternate Tier 2 Intervention (Function-based) Escalate to Tier 3 Student Centered team

Trust the Process◦Most difficult thing = not talking about a

student before it’s time

Tier 2 Assessment & Intervention



Intensiv

e

Targeted

Student Referral Data (ODRs)


Basic CICO

Intervention

Asses

smen

t


Data

Small Changes“Tweaks”

In Progress Monitoring meetings – always weighing Minutes/Kid

◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes”

◦ Look at initial CICO data◦ Not an extensive discussion

Should have a menu of quick changes/ “tweaks”:◦ Change CICO mentor◦ Change incentives◦ Change/individualize goals◦ More frequent check-ins -- “adding hair”

Borderline Responder

Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%

“just missing”… but downward trend

Good Candidate for a Small Change/ “Tweak”In 2 minutes or less - Which change is most likely to work for this student? Change (a) CICO mentor, (b) incentives, (c) individualize goals OR

(d) more frequent check-ins

Borderline ResponderLook at Initial CICO data

Quick Check: Anything we can do about Period

3?

Ready to Make Quick Changes

Readiness – what needs to be ready to make these ‘quick’ changes?

◦ Change/individualize goals Need alternate point card readily available to individualize

◦ Change CICO mentor

◦ Add Mid-Day Check-in & incentive

◦ Change incentives Individualize incentives for the student

◦ More frequent check-ins With teacher? With CICO Specialist? Need an adjusted point card?

Individualized Point CardFill in more specific behaviors

Individualized Point Card

Robbie Oct. 14th 20--

More Frequent Check-Ins“CICO Hair Club for Kids”

•Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period

•Another Alternative – Create alternate card which breaks day into smaller intervals

Team Work Time

What ‘tweaks’ do you want to develop to be ready for borderline responders?◦Adapt existing materials and/or Develop

new materials required to make ‘tweaks’ readily available and accessible?

◦Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion…. “Ready to Go” intervention options/ “tweaks” will make this as easy as possible

Non-Responders

Modified (Function-Based) CICO




Intensiv

e

Targeted



Basic CICO


Function

Intervention

Asses

smen

t


Data


Non-Responder

Typical Reasons CICO may not be working for an individual student

1) Low fidelity of implementation2) The student needs more

instruction on how to use the program

3) The rewards are not powerful or desirable for the student

4) The program does not match the function of the problem behavior

5) The student requires more intensive, individualized support

AddressImplementati

on Issue

Individualize Tier 2

Escalate to Tier 3

Support

Behavioral Explanations for “Why”

Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…◦Gaining attention◦Gaining access to activities or tangible

items◦Avoiding or escaping from something

student finds unpleasant (e.g. difficult or undesired tasks)

Using Function of Behavior to Inform CICO Modifications

Individual Student Planning

◦Can use “Function of Behavior” to match students to appropriate version of CICO

◦Function-Based Assessment might include: Data from ODRs “Possible Motivation” Or Preliminary/Brief FBA

Minor – “Uh-Oh”

Preliminary FBAUse existing data for preliminary

FBA◦ODR data

Identify function/motivation Identify antecedents –

time/location/persons involved, etc.

◦CICO data Identify antecedents – time/location


Does this tell us anything about when/ where/ who is involved (antecedents)?

Preliminary FBA

Discipline Referral Summaries◦Suspensions, detentions, office referrals

◦Look for patterns Triggers/Antecedents Day of the week,

Time of Day, Location, Students Involved

Behavior

Consequences/Function Possible Motivation, Disciplinary Action, Administrative Decision

Student Referral Report - SWIS

Date Staff Time LocationProlem Behavior

MotivationOthers Involved

Admin Decision

1 02/08/11 43866 12:15PM Plygd Agg/FightUnknown mot

PeersOut-sch susp

2 01/28/11 47522 1:30PM Class Disrespt Avoid Task Teacher Detention

3 01/10/11 47522 10:30AM Class Disrespt Avoid Task Teacher Detention

4 12/18/10 47522 9:30AM Class Disrespt Avoid Task Teacher Detention

5 12/08/10 47522 1:00AM Class Disrespt Avoid Task Peer Detention

6 12/08/10 47522 10:15AM Class Disrespt Avoid Task Teacher Parent

7 11/20/10 47522 9:30PM Class Disrespt Avoid Task Teacher Parent

Does this tell us anything about the function of student

behavior?

How about when/ where/ who

(Antecedents)?

Advanced Applications of CICO

Function-Based Modifications of CICO

Breaks Are Better

Function = Escape Task (elem)

Justin Boyd

University of Oregon

Logic Guiding Breaks are BetterChildren may benefit from taking small,

appropriate breaks

If breaks are available, students may:◦Engage in less escape-maintained problem

behavior◦Request breaks less often than escape-

maintained problem behavior occurred

Increased reinforcement for:◦Asking for assistance◦Taking a break appropriately

CICO Modification ElementaryEscape Academic Task

Explicitly teach an alternative/replacement behavior (i.e., break requests)

Promote self-management by teaching students to “keep track” of their breaks

Establish & Teach teachers (and students) how this will look in the classroom

Make it feasible and sustainable for classroom teachers to implement

Breaks are Better ModificationsPrior to intervention:

◦ Child & teacher identify appropriate “break” activities

◦ Student is taught: How to request a break How to take a break How to return to work

Points earned for:◦ Meeting academic-specific expectations◦ Asking for break appropriately or not needing a

break◦ Weekly point total tied to reinforcers

Sample Break Options & RewardsBreak Options

Move to separate desk for quiet activity

Quiet activity at desk

Drawing Doodle on notebookStretch in backroomRun errand for

teacher

Weekly RewardsComputer timeExtra RecessCoupon for bonus

points on assignments

Coupons for buddy work

Coupon to make assignment shorter or easier

Library pass

Breaks are Better Card

Taking a Break in the Classroom

ABC: Academic Behavior CICO

Function = Escape Task (MS)

Jessica Turtura

University of Oregon

Logic Guiding ABCStudents benefit from organizational structure

More frequent and tangible reinforcement for:◦ Recording assignments◦ Completing in-class work & participating◦ Asking for help◦ Completing homework

Parental structure for homework completion:◦ Parents are aware of assignments◦ Parents check for completion

Academic focused CICO (Escape Tasks)Middle School

• Morning Check-in– Students check-in with counselor

– All homework completed? Prepared for the school day with all necessary materials?

– Opportunity to complete unfinished homework and to gather materials

• Daily point card and Homework tracker– Receive feedback each period about behavior during class (participation,

staying on-task, completing work)

– Record assignments on homework tracker

• Afternoon Check-out– Check-out with counselor

– Review point card and homework tracker

– Does student know what is due tomorrow? Have all materials needed to complete assignments?

• Home Component– Parents review daily feedback with student

– Sign card to indicate if student has completed all homework

ABC ModificationsPrior to intervention – coordinator meets w/

parents

Morning Check-In: Assess & give bonus pts for: ◦ Materials Ready & Homework Completed

Afternoon check-out: Check Tracker

Expectations focus on Academic Behaviors + Add’l Expectation of completing Tracker

Parent signature with focus on Homework Completion

ABC Point Card -- Front

ABC Point Card -- Back

Non-Responders

Escalate to Tier 3




Intensiv

e

Targeted


Refer to Tier 3 team: Practical

FBA


Basic CICO


Function

Intervention

Asses

smen

t


Data



Plan

Non-Responder

After multiple interventions, including match to function-based CICO

Tweak

ABC CICO

RTI Time to move to Tier 3 Support





-e.g. counselor, IA


Student 1FBA/BSP

team


Centered teamMeeting 1PermissionsCoordinate Assessment

(FBA)

Meeting 2Review

Assessment& Finalize

Implementation Plan

Meeting 3Monitor Student

Progress & Review/Modify

PlanMeetings

Ongoing as needed to Monitor Student

Progress & Review/Modify Plan





-e.g. counselor, IA


Student 1FBA/BSP

team


Centered team

Student 2FBA/BSP

team


Centered team

Student 3FBA/BSP

team


Centered team

Student 4FBA/BSP

team


Centered team

A Proactive Approach to Behavior Support Planning

• Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press)

• Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior

• Provide FBS at the first signs of persistent problem behavior

Complex FBA:

Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Basic FBA:

Behaviors and Maintaining Functions are Easily Defined and Identified

District Behavior Support Specialist

Support Teams

building behavior support

plans from Assessme

nt informatio

n

Train 1-2 people per school to conduct “basic” FBA/BSP

Train and coach

PBIS at all three tiers

Building Capacity for Function-Based Support

Basic FBA2BSP Training

Series of 7 - 90 minute trainings (each training spaced about 2 weeks apart)

◦Session 1: Basics of Behavior◦Session 2: FBA Interview◦Session 3: FBA Observation◦Session 4: Function-Based Intervention◦Session 5: Behavior Support Planning ◦Session 6: Implementation Planning◦Session 7: Evaluation Plan & Monitoring

Format of Basic FBA to BSP Training Sessions

Checks for

Understanding

Comments/Questions

Tasks

Key Points

Objectives

Review

Activities

Documents

Tier 2 Continuum of Behavior Support Data, Teaming & Intervention Systems Chris Borgmeier PhD Portland State University [email protected]