Welcome!PBIS Targeted Interventions: Overview & Lessons Learned by Sherry Schoenberg & Cassandra Corley

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What is your knowledge/experience?Complete this Brief Poll

Objectives

1. Understand PBIS Targeted Level within a RtI Framework

2. Define Targeted Interventions3. Highlight the systems needed at the targeted level4. Review Check-In/Check-Out & Teacher Check,

Connect and Expect 5. Highlight role of FBA within the Targeted Level6. Identify other Targeted Practices7. Identify/assess/action plan around the critical

features of Targeted Interventions

Core Features of a Response to Intervention (RtI) Approach

• Investment in prevention• Universal Screening• Multi-tiered, prevention-based intervention approach• Progress monitoring• Use of problem-solving process at all 3-tiers• Active use of data for decision-making at all 3-tiers• Research-based practices expected at all 3-tiers• Individual and group interventions commensurate with

assessed level of need

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

~80% of Students

~15%

~5%

Establishing Continuum for VTPBiS Intensive PREVENTION

• Function-based support• Wraparound• Person-centered planning

•

Intensive PREVENTION• • • • • Targeted PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

Universal PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement

Targeted PREVENTION• • • • •

Universal PREVENTION• • • • • •

Universal Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Intensive Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Individualized data tools

Check-in/ Check-out

Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC)

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

Complex FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

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

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

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/Targeted

Tier 3/Intensive

Inte

rven

tio

nAssessm

en

t

What is a Targeted Intervention?

• An intervention (or set of interventions) known by all staff and available on an ongoing basis for eligible students throughout the school day.

• Interventions provide additional student support in academic, organizational, and/ or social support areas.

When to Consider Targeted Interventions

• When universal systems are not sufficient to impact behavior

• When students display chronic patterns of disruptive behavior

• When concerns arise regarding students’ academics or social behavior

Which students might need more than Universal Level supports?

• Chronic office disciplinary referrals for minor behavior problems

• Attendance/late to school• Frequent nurse visits• Homework not completed• Behavior concerns not addressed through

existing discipline system (e.g. social withdrawal, internalizing)

• Other

Using data to determine when to consider targeted interventions…

Using the Referrals by Student report as a Universal Screening Tool

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

15

Critical Features• Rapid access to intervention (less than a week)• Positive system of support• Students agree to participate• Parents are involved• Implemented by all staff/faculty – very low effort• Flexible intervention based on simple assessment of

function of behavior• Adequate resources allocated (admin, team)• Continuous monitoring and decision-making• Administrative support

Examples: Targeted Group Interventions Based on Functions of

Behavior (Motivation) Access Adult Attention/Support:

Check-In/Check-Out Adult Mentoring Programs

Access Peer Attention/Support: Social Skills Instruction Peer Mentoring Self-Monitoring with Peer Support (function:

academic task escape) Academic Skills Support

Organization/Homework planning support Homework completion club Tutoring

Questions/Comments?

Targeted Team has two functions:

1. Systems level design and accountability

2. Student intervention planning and monitoring

Targeted System:

• Develops and reviews targeted system development:– Creates referral process, system for student

screening, process for parent contact, measurement of overall targeted intervention effectiveness

– Reviews data for decision making about practices (not individual students)

– Link between targeted interventions and Universal system

Targeted for student planning and referral:

• Receive referrals• Begin student in (Check-in/Check-out) intervention

within 72 hours (unless otherwise specified)• Communicate with staff and parents about

intervention• Evaluate student progress-exit student from

intervention/tweak plan/conduct FBA to plan alternative or Intensive interventions

Targeted Team and EST Considerations

• PBIS Targeted Team for student planning is similar to the work of EST.

• EST and PBIS Targeted team may be separate or combined team but should not be duplicative.

• Develop your PBIS targeted system to fit within your school’s context.

Goal: “Work smarter, not harder!

Role of Administrator

• Administrator needs to….– Know what the practices look like when

implemented with fidelity;– Be aware of data using tracking tools; help decide

what needs to change;– Be active/visible on teams;– Be “hands on” with the student plans;– Troubleshoot systems level issues.

Questions/Comments?

Most Promising Targeted Intervention

Check-in/Check-out (CICO)or

Teacher Check, Connect and Expect (TCCE)

Every school does not need every targeted intervention. All schools need CICO or TCCE

Check-In/Check Out Implementation Manual

• Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press (www.guilford.com)

© 2005 by The

What is Check-In/Check-Out and Teacher Check, Connect and Expect?

A school-based program for providing systematic and frequent reinforcement and encouragement for positive behaviors so that the student receives high rates of immediate feedback. Most useful with:

– Students who do not respond to school-wide interventions

– Students with repeated referrals– Students seeking adult attention

Check-In/Check-Out: How does it work?

• Morning check-in – Students checks in with coordinator within 15 minutes of

arrival time– Coordinator collects and hands out Daily Progress Report

(DPR) form– daily goal set with students– Students encouraged to make good choices

• Student gives DPR form to each teacher prior to each period (section of time).– (Can also be used in cafeteria or playground… anywhere

there is a supervisor).

Check-In/Check-Out: How does it work? (cont’d)

• End of day check-out– During last 20 minutes of the day– Goes over daily progress– Reviews progress towards goals– Points tallied– Reward– Graphs student progress

• Daily Progress Report form copy taken home and signed.• Return signed copy next morning.

Teacher Check Connect and Expect: How does it work?

• Student is greeted in a friendly positive way by the teacher.• Teacher reviews behavior expectations with the student, and

encourages student to do well.• After each time period, teacher checks in with student about

progress during time period and indicates points on daily progress report (DPR).

• At end of day, teacher writes the total amount of points achieved for the day on DPR.

• Completed DPRs are sent to the targeted team for input into data information system.

• Targeted team reviews progress after four weeks unless otherwise indicated.

CICO Planning Activities

1. Determine how CICO or TCCE will be implemented in your school

2.Develop DPR3.Develop reinforcement system for students 4.Develop referral system5.Create system for managing daily data6.Plan for fading students off intervention7.Develop staff training8.Develop student and parent training

Teacher Check Connect and Expect: How does it work?

• Student is greeted in a friendly positive way by the teacher.• Teacher reviews behavior expectations with the student, and

encourages student to do well.• After each time period, teacher checks in with student about

progress during time period and indicates points on daily progress report (DPR).

• At end of day, teacher writes the total amount of points achieved for the day on DPR.

• Completed DPRs are sent to the targeted team for input into data information system.

• Targeted team reviews progress after four weeks unless otherwise indicated.

Paw Print Card We Expect Your Best!

Date ____________________ Student ____________________________________ 0=No1=Sorta2=Great!

Be Safe Be Respectful Be Responsible

Teacher Initials

8:30 AM toAM Break

1.0 1 2 0 1 2 0 1 2

AM Break to Lunch 0 1 2 0 1 2 0 1 2

Lunch to PM Break

0 1 2 0 1 2 0 1 2

PM Break toEnd of day

0 1 2 0 1 2 0 1 2

Total Points = ________________ Points Possible = 24 (18 Fridays)

Today _________________%Goal _________________%

Successes: ______________________________________________________________________

Parent Signature__________________________________________________________________

Using CICO reports for decision making

Using CICO reports for decision making

Using CICO reports for decision making

Using CICO reports for decision making

Using CICO reports for decision making

Another Important Feature of PBIS at the Targeted Level: FBA

A process that focuses on changing environmental factors instead of fixing the

person.

It’s about what we as adults will do differently!

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Steps for Conducting a FBA-BIP Process

1. Define the Challenge/Identify Goals.2. Gather Information. 3. Generate a hypothesis statement.4. Build a “Competing Behavior Pathway” to identify possible

elements of a Behavior Intervention Plan.5. Design & Evaluate a Behavioral Intervention Plan.6. Plan for effective implementation of the Behavior Intervention

Plan.7. Monitor regularly and modify based on observed progress.

Adapted from Crone, D.A. and Horner,R.H., 2003

Behavioral Pathway

Setting Event

Days with Gym

Antecedent

Less structured activities that involve competition

Problem Behavior

Negative comments about activity and to peers leading to physical contact

Consequence

Sent out of Gym

Function

To escape setting

Build a Competing Behavior Pathway

Setting EventTriggeringAntecedent

Desired Behavior

Problem Behavior Maintaining

Consequence

ReplacementBehavior

MaintainingConsequence

Adapted from Crone, D.A. and Horner,R.H., 2003

Desired BehaviorUse words to

express self & ask for help

Maintaining Consequences Successful Social

Interactions

Setting Events

Days with gym

Triggering Events

Confusion with rules during unstructured

games

Challenging Behavior

Fights/hits other students

(sometimes teacher)

Maintaining Consequences

Adult intervenes

Alternate Behavior

1. Yell (don’t touch)

2. Squeeze hands & stomp feet

3. Get an adult

FBA/BIP Worksheet

Behavior Intervention Program (BIP)

•Two Goals:Reduce problem behaviorsIncrease appropriate behaviors•Make behaviors:IrrelevantInefficientineffective

Teaching Replacement Behaviors

1. Explain2. Specify student behavior3. Model4. Practice5. Reinforce

Brief Function-based Interventions

•

Setting Event Supports

•Add check-in before gym

Teaching Strategies

•Teach social skills (getting along with others, friendship, problem solving, sportsmanship)

•Teach how to approach gym teacher to ask for a drink of water to leave setting.

•Teach student how to re-enter and continue with activity

Consequence Supports

•Acknowledgingrewarding student when uses new skills (asking for a drink of water to leave, using respectful language with peers, being a good sport, etc..)

Antecedent Strategies

•Behavior Lessons for all students about using respectful language with self and others and how to be to be a good sport

•. More frequent activities with less focus on competition (parachute, 4-square, etc...)

•Pre-correct

Setting up a school-wide FBA process:• Who makes the referral?

• What form do they use? • Where or to whom does the referral form go? • Who or what group reviews the referral form to see if Simple FBA needs to be done? • Who schedules the Simple FBA, informs teachers and others who need to know? • Who completes the Simple FBA? • Who or what group develops the testable hypothesis? • Who or what group develops the simple behavior support plan? • What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA,

testable hypothesis statement and development of simple behavior support plan? • When and by whom is BSP reviewed to see if it is working?

Questions/Comments?

What else happens at the Targeted Level?

• Increased focus on function of behavior:– continuum from simple FBA to more complex FBA/BIP.– assessing link between academic and behavior functions

• Universal screening:– Similar to annual vision/hearing screening.– helps identify students beyond ODR data.– Assesses early identification of mental health problems.

• Other interventions:– Life Space Crisis Intervention– Social skills – Targeted therapy groups

Lessons Learned• Targeted interventions are hardest to implement• Clarify role of EST verses Targeted (student and systems) Team. • Don’t immediately individualize CICO or TCCE • It’s okay to “pilot” CICO or TCCE intervention but plan to fully roll-

out.• Targeted interventions should directly connect to Universal level

practices.• Someone with behavior management skills needs to be on the

Targeted Team.• FBA is done after existing targeted interventions are not effective.• All staff need to have basic understanding of “function” of

behavior.• Develop a process for completing FBAs at your school.

10 Critical Features for Targeted Interventions

1. Intervention is linked directly to school-wide expectations and/or academic goals.

2. Intervention is continuously available for student participation.

3. Intervention is implemented within 3 school days of determination that the student should receive the intervention.

4. Intervention can be modified based on assessment and/or outcome data.

5. Intervention includes structured prompts for ‘what to do’ in relevant situations.

Targeted Interventions: Critical Features6. Intervention results in student receiving positive feedback from

staff.

7. Intervention includes a school-home communication exchange system at least weekly

8. Orientation materials provide information for a student to get started on the intervention

9. Orientation materials provide information for staff/substitutes/volunteers who have students using the intervention. Opportunities to practice new skills are provided daily

10. Opportunities to practice new skills are provided daily

What can schools do?

• Schools at Universal Level:– Work on implementing Universal to 80/80 on SET– Register to attend Targeted Training– Prepare to complete Inventory of Targeted Interventions

• Schools already at Targeted Level:– Complete self-assessment of Critical Features: What’s “in

place”, “partially in place”, “not in place”– Action Plan around next steps– Review Inventory of Targeted Interventions– Continue to develop FBA procedures

Questions/Comments?