Note to Pat

1
Note to Pat
I am sending you a presentation that I adapted
from one I used originally with Rochester City
School District. I have used some form of this
presentation with building intervention teams,
coordinators of Special Education CSE Behavior
Support teachers Mentor teachers psychologists
related service providers general staff. The
first year I trained building level intervention
teams. Now I train general and special education
teachers in how to use the forms developed by the
District. I can adapt this and make it and the
simulation (starting around slide 36) more
generic or eliminate the simulation
completely. It takes about 2 2 ½ hours to
present this workshop, with the simulation
(through slide 84). If there is more time, I
try to tie it into systems.
2
Developing Effective Behavior Intervention Plans
3

Thanks To

• Rochester City School District
• Rochester Special Education Training and Resource
  Center (SETRC)
• State Education / Network Partners
• Mr. Christopher Suriano, Regional Associate
• Special Education Quality Assurance (SEQA)
• Mr. David Halpern, Executive Director
• Mid-West Regional School Support Center (RSSC)

4
Why Are We Here Today?

• AGENDA
• Background on BIP Process for Rochester
• Features of Behavior Intervention Planning
  Process
• Rationale of Positive Behavior Supports
• Example Eric

• OUTCOMES
• Working knowledge of FBA/BIP Process
• General understanding about positive behavior
  supports

5
Today is not intended to

• be a comprehensive course on the behavior
  intervention process.
• give you all the answers you need on how to deal
  with difficult students in your classrooms.

6

• Challenges Facing Teachers and Administrators
  in Todays Classrooms and Schools.

7
States Are Asked to Meet Interrelated and
Sometimes Competing National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Provide a free appropriate education for all
• Prepare a viable workforce
• Affect incidence prevalence of high risk,
  antisocial behavior
• Leave No Child Behind while providing support for
  students with disabilities (IDEA 2004)

8
Schools are Expected To

• Establish intolerant attitude toward deviance
• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence
• 2001 Surgeon Generals Report on Youth Violence
  Recommendations

9

• Teachers Are Asked To
• Design engaging lessons that move students
  towards state standards.
• Meet a variety of student needs and demands
  during the instructional day.
• All while.

10
Responding to Problem Behaviors

• Insubordination, noncompliance, defiance, late
  to class, nonattendance, truancy, fighting,
  aggression, inappropriate language, social
  withdrawal, excessive crying, stealing,
  vandalism, property destruction, tobacco, drugs,
  alcohol, unresponsive, not following directions,
  inappropriate use of school materials, weapons,
  harassment 1, harassment 2, harassment 3,
  unprepared to learn, not following directions,
  parking lot violation, irresponsible,
  trespassing, disrespectful, banned items, failure
  to complete homework, disrupting teaching,
  uncooperative, violent behavior, disruptive,
  verbal abuse, physical abuse, dress code, other,
  etc., etc., etc..

• Exist in every school
• Vary in intensity
• Are associated w/ variety of contributing
  variables
• Are concern in every community

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But What Happens If They Fail
13
The Regulations
Lets Start at the Beginning
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Assessment of Student Behaviors 200.22(a)

• Functional behavioral assessment (FBA) means the
  process of determining why the student engages in
  behaviors that impede learning and how the
  students behavior relates to the environment
• FBA must be conducted as required in sections
  200.4 and 201.3 of Regulations

15
Functional Behavioral Assessment

• The FBA must include, but is not limited to
• identification of the problem behavior
• definition of the behavior in concrete terms
• identification of the contextual factors that
  contribute to the behavior (including cognitive
  and affective factors) and
• formulation of a hypothesis regarding the general
  conditions under which a behavior usually occurs
  and probable consequences that serve to maintain
  it.

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Functional Behavioral Assessment

• The FBA
• Must be based on multiple sources of data
• Cannot be based solely on students history of
  presenting problem behaviors
• Must provide a baseline of students problem
  behaviors
• Include sufficient detail to form the basis for a
  behavioral intervention plan (BIP)

17
Behavioral Intervention Plans 200.22(b)

• CSE/CPSE must consider development of a BIP
• When student exhibits persistent behaviors that
  impede his/her learning or that of others
• When students behavior places the student or
  others at risk
• When CSE/CPSE is considering more restrictive
  programs or placements as a result of students
  behavior and/or
• As required by section 201.3.

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Behavioral Intervention Plans

• CSE/CPSE must consider strategies, including
  positive behavioral interventions and supports
  and other strategies
• IEP must indicate
• If a particular device or service is needed to
  address the students behavior
• Students need for a BIP
• BIP is reviewed at least annually by the CSE/CPSE

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Behavioral Intervention Plans

• BIP must identify
• Baseline measure of problem behavior, including
  frequency, duration, intensity and or latency of
  targeted behaviors
• Intervention strategies for targeted
  inappropriate behavior
• Schedule to measure effectiveness of the
  interventions

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Progress Monitoring

• Implementation of BIP must include progress
  monitoring of frequency, duration and intensity
  of behavior
• Done at scheduled intervals as specified in the
  BIP and on students IEP
• Results reported to students parents and to
  CSE/CPSE
• Considered in determination to revise a students
  BIP or IEP

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Behavior Intervention Process

• Basic beliefs have their roots in behavioral
  theory, applied behavior analysis (ABA)

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Basic Beliefs

• Behavior serves a purpose
• Behavior cannot be separated from the context
  (where and under what conditions it occurs).
• Behavior is a complex response to a dynamic
  relationship between many variables people,
  places, and events.

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Basic Beliefs

• If we directly teach the behaviors we expect from
  students, we can decrease or minimize the amount,
  frequency and intensity of problem behavior
  (positive behavior support model).
• If we can define, explain and predict a problem
  behavior we can prevent many problem behaviors
  from occurring.

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ALL students are capable of learning. ALL
students are capable of positive behavior.
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Behavior Intervention Process

• Team based
• Collaborative
• Uses a problem solving process
• Emphasis on prevention proactive

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Behavior Intervention Process

• Two basic components
• Functional Behavior Assessment (FBA)
• why a student engages in behavior that impedes
  learning
• how that behavior relates to his/her environment

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Functional Behavior Assessment(FBA)

• Involves all those who know student
• Collects information from a variety of sources to
  provide a complete picture
• Looks for links between the environment and
  student behavior
• Determine why problems occur
• Testable explanations
• The purpose is to get the information necessary
  to create a successful plan.

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Behavior Intervention Plan(BIP)

• Based on Function
• Involves all who know student
• Effective Efficient (logical realistic)
• Measurable
• Implemented by all
• When it works - keep going
• When it fails - change

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What is function based support?
?

• Foundations in behavioral theory, applied
  behavior analysis, positive behavior supports
  (PBS)
• Attention to environmental context
• Emphasis on purpose or function of behavior
• Focus on teaching behaviors
• Attention to implementers (adult behaviors)
  redesign of teaching learning environments.

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Functions
Pos Reinf
Neg Reinf
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Why Positive Behavioral Interventions?

• Including positive behavioral interventions,
  strategies and supports shifts the focus from
• reacting to the student and his/her misbehavior
  to
• planning and implementing changes within the
  environment to teach and support appropriate
  behaviors.

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Behavior Intervention Process
Describe behavior - observable,
measurable Hypothesis statement Function
Alternative behaviors Contextual
fit Strengths, preferences, lifestyle
outcomes Evidence-based interventions
Problem Behavior
Functional Assessment
Implementation support Data plan

• Team-based
• Behavior competence

Intervention Support Plan
Continuous improvement Sustainability plan
Fidelity of Implementation
Impact on Behavior Lifestyle
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Behavior Intervention Process

• Definition of intervene
• To occur, fall or come between points of time or
  events
• To come in or between by way of hindrance or
  modification
• To compel or prevent an action or to maintain or
  alter a condition

34
Its All About Timing.
INTERVENTION
INTERVENTION
Student Behavior
Context (Setting Event)
Teacher/Adult Response
Interrupt problem behavior
Prevent problem behavior
Student Response
Teacher/Adult response
Maintain problem behavior
35
Note to Pat

• I usually begin the simulation here. The model
  for the FBA is from Dr. Terry Scott out of the U
  of Florida (used by permission).
• I use the BIP form which we created here in
  Rochester after researching form and formats
  various other districts, in and out of NY. It is
  a fairly generic form.
• FOR THE SIMULATION The audience is divided into
  teams of up to 6 members. They become the team
  who will be developing the BIP.
• I guide them step by step through the FBA and
  then to develop the BIP.
• Depending on how much information you want them
  to have, I can continue with the overview and
  skip the simulation.

36
Behavior Intervention Process (ERASE)

• Explain
• Describe and define behavior
• Collect and analyze data around behavior

START

• Reason
• Determine reason, purpose function of behavior
• Develop best guess or hypothesis

• Appropriate
• Select and teach replacement behaviors
• Are reasonable and acceptable
• Makes problem behavior irrelevant, inefficient
  and ineffective

SUCCESS
FAILURE

• Support
• Alter routines and physical arrangements,
• Provide instructional prompts in the environment
• Teach at the level of the student to ensure
  success
• Teach key rules and skills
• Modify tasks and/or instructional methods
• Determine reinforcement for desired behavior
• Determine consequences for undesired Behavior
• Plan for possible failure or relapse

CELEBRATE AND FADE ARTIFICIAL COMPONENTS -environm
ents and conditions -reinforcers -negative
consequences

• Evaluate
• Determine criteria for success
• Monitor at regular intervals
• Adjust and modify when needed

Manual p. 6
37
Group Activity Eric

• Eric is 9 years old and in fourth grade.
• His teacher refers him to the building
  intervention team because he is constantly making
  noises during class, will call out and and
  disturb others.
• The building intervention team schedules a
  meeting to take a look at Eric.

38
Group Activity Eric

• Each team will select a Case Manager/Team Leader.
• The Case Manager/Team Leader will assign each
  team member a role to assume.
• Each team member will write their name and role
  they have been assigned on the name tag.

39
FBA REVIEW

• Involves all those who know student
• Collects information from a variety of sources to
  provide a complete picture
• Looks for links between the environment and
  student behavior
• Determine why problems occur
• Testable explanations
• The purpose is to get the information necessary
  to create a successful plan.

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Team Members
Parent
Teacher

• Spec. Ed. Teacher

Special Subject/Related Service
Counselor/ Psychologist
Teacher
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Step 1 Explain and Reason

• Explain
• Describe and define behavior
• Collect and analyze data around behavior

FBA

• Reason
• Determine reason, purpose function of behavior
• Develop best guess or hypothesis

Manual p. 6
42
Group Activity Eric

• Before the team can identify the behavior and its
  function, the team needs to collect information.
• The Case Manager/Team Leader will assign tasks to
  team members.

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Collecting Data FACTS Parts A B
Staff may be asked to complete FACTS Part A /or
Part B steps 1-5. This will help the team collect
and analyze data around the problem behavior. It
also will help describe and define the behavior.
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Your team will discuss the data they have
collected. They may summarize it on another
FACTS Part B. This will help them decide what is
the function or purpose of the behavior.
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Several staff member may be asked to observe the
student in class and complete an ABC form.
Group Activity Eric
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Additional Sources of Information

• The team might complete the Problem Behavior
  Questionnaire. This helps to determine the
  function or purpose of behavior.
• One team member can interview the parent or
  student.

48
After the Data Collection.(An example)

• The Case Manager/Team Leader schedules a meeting
  where all the team members report on what they
  have seen or recorded.
• The team begins to summarize the information from
  the various sources.
• After the team has identified the problem
  behavior and identified predictable trends in
  behavior, they move onto to begin to identify
  function and predict the situations where the
  behavior is most likely to occur (FACTS Part B ).

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ERASE

• Explain
• Describe and define behavior
• Collect and analyze data around behavior

FBA

• Reason
• Determine reason, purpose function of behavior
• Develop best guess or hypothesis

Manual p. 6
50
EXPLAIN

• What is the problem?

• EXPLAIN What is the problem? (taken from FBA)
• Eric makes frequent noises in the
  classroom that disrupt instruction. He will tap
  his desk with his pencil, sigh, pound the desk,
  and hum loudly.

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REASON

• What is he/she getting out of it or avoiding?
• Based on collection of data, develop best guess
  or hypothesis regarding the behavior

REASON What is the function or purpose of the
behavior? (taken from FBA) Eric is seeking
adult attention and avoidance of
tasks.
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Whats Next?

• The team is confident of the function and the
  hypothesis they have developed, so they can begin
  to develop the BIP.

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Behavior Intervention Plan (BIP)Review

• Based on Function
• Involves all who know student
• Effective Efficient (logical realistic)
• Measurable
• Implemented by all
• When it works - keep going
• When it fails - change

55
Behavior Intervention Plan (BIP)

• BIP describes how to help the student achieve
  success. It includes function based supports ?
  and addresses
• The Behavior expectation What you want the
  student to do?
• Appropriate replacement behavior Is it a
  behavior other students would be expected to
  perform? Does it serve the same function as the
  problem behavior? Will it defeat or make the
  problem behavior decrease?
• Strategies to teach positive behaviors/skills
  How will the student learn appropriate
  replacement behavior? Who will teach and
  reinforce the behavior?
• Reinforcement What will increase the likelihood
  of student demonstrating positive behavior?
• Method to evalute success or failure of plan How
  will we know the student has learned the
  behavior?

56
Selecting an Appropriate Replacement Behavior

• Appropriate
• Select and teach replacement behaviors
• Are reasonable and acceptable
• Makes problem behavior irrelevant, inefficient
  and ineffective

• Support
• Alter routines and physical arrangements,
• Provide instructional prompts in the environment
• Teach at the level of the student to ensure
  success
• Teach key rules and skills
• Modify tasks and/or instructional methods
• Determine reinforcement for desired behavior
• Determine consequences for undesired Behavior
• Plan for possible failure or relapse

BIP

• Evaluate
• Determine criteria for success
• Monitor at regular intervals
• Adjust and modify when needed

Manual p. 6
57

Appropriate Replacement Behaviors

• Acceptable for both the teacher and the student
• Can be taught and reinforced within the setting
  where the problem behavior occurred
• Work better and easier than the problem
• Makes problem behavior irrelevant,inefficient
  and ineffective

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Group Discussion
1. What do you want Eric do instead of the
problem behavior? Be specific. 2. What do
successful students do? 3. Will the replacement
behavior help the student meet their needs?

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APPROPRIATE

• What do you want him/her to do instead?

• APPROPRIATE Replacement Behavior(s) What do you
  want the student to do instead?
• Eric will raise his hand to obtain
  attention/assistance from the teacher.

60
Plan to Teach Replacement Behaviors

• What is the expected behavior?
• describe what is should look like
• conditions under which it should be used
• Teaching Examples
• Keep them realistic
• Teaching Non-Examples
• Teaching Strategies
• activities, practice, immediate reinforcement and
  praise

61
Teaching Model

Problem Behavior Eric makes noises.
Naturally Maintaining Consequence Eric gets
teacher attention.
Trigger Teacher assigns independent work.
Behavior Goal Based on Desired Replacement
Behavior Eric will raise his hand and quietly
wait for the teacher to respond.
Artificial Reinforcers (teacher controlled) Eric
will get points or stickers. Natural Eric will
get frequent verbal praise or non-verbal
approval.
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Teaching Model

• Define, show, tell, describe.
• Practice frequently context.
• Monitor/supervise.
• Acknowledge/recognize.
• Adjust enhance

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Group Discussion

• How will the behaviors/skills be taught to Eric?
  Who will be responsible for teaching the
  behaviors/skills?
• Case Manager/Team Leader fills in Box 3 Plan
  to Teach Replacement Behaviors.

64

• Plan for Teaching Replacement Behavior(s) Which
  skills (social and/academic) need to be taught?
  How will the student learn the new behavior(s)?
  When and where will the student practice the
  skills?
• What is the expected behavior?
• Teacher will teach/explain class rules
  appropriate methods to obtain teacher attention.
• Conditions when it should be used Why is
  learning/demonstrating behavior important?
• Teacher will explain to students when and where
  using the behavior is appropriate and explain why
  it is important for for students to comply with
  the teachers requests (ie. so that he gets what
  he wants---teacher attention).

65

• Teaching examples Teacher will give realistic
  examples/scenarios of different setting when
  behavior is appropriate. When teacher asks
  student to sit in her seat, complete homework or
  check answers, student should comply so she can
  get time to herself.
• Teaching Non-examples Teacher will give
  realistic examples/scenarios of different
  setting when behavior is not expected or
  appropriate
• (when a choice is given, when a student tells
  what to do).
• Teaching Strategies Practice and reinforcement
  
• Teacher will have tell whole class consequences
  for appropriate/inappropriate behavior.
• Teacher will provide immediate opportunities for
  Eric to demonstrate behavior (list when/where).
• Teacher will pre correct (remind students of
  expected behavior) before work begins.
• Teacher will give feedback/frequent verbal
  praise/non-verbal approval to Eric as he
  demonstrates replacement behavior appropriately.

66
Behavior Intervention Process (ERASE)

• Appropriate
• Select and teach replacement behaviors
• Are reasonable and acceptable
• Makes problem behavior irrelevant, inefficient
  and ineffective

• Support
• Alter routines and physical arrangements,
• Provide instructional prompts in the environment
• Teach at the level of the student to ensure
  success
• Teach key rules and skills
• Modify tasks and/or instructional methods
• Determine reinforcement for desired behavior
• Determine consequences for undesired Behavior
• Plan for possible failure or relapse

BIP

• Evaluate
• Determine criteria for success
• Monitor at regular intervals
• Adjust and modify when needed

Manual p. 6
67
Supports to Facilitate SuccessTeam Considers

• Changes to the environment, materials other
  resources
• Identifying appropriate reinforcers
  consequences
• Developing a contingency plan
• What happens if
• If student regresses
• If adult implementing plan is not available

68
Supports to Facilitate Success May Include

• Altering routines and physical room arrangement
• Providing instructional prompts in the
  environment
• Teaching at the level of the student to ensure
  success
• Teaching key rules and skills
• Modifying tasks and/or instructional methods
• Giving student opportunity to select activities
  he/she enjoys
• Providing pre corrects
• Providing opportunity for movement/breaks during
  instruction
• Providing preferential seating
• Peer tutor

69
Support for Success

• 4. SUPPORT for Student What changes will be made
  to the environment to facilitate success?
  (Example arrangement of the physical
  environment, alter routines or schedules, modify
  tasks, provide instructional/social prompts and
  cues)
• Teacher will keep close physical proximity during
  independent work times.
• Erics desk will be moved near peers who
  consistently raise their hands.
• Teacher will give directions and expectations to
  the whole class ahead of time.
• Teacher will prompt for questions before work
  times begin.
• Teacher will check in on students as they work
  and provide options if they need assistance.
• Eric can select a peer who he can ask for help.
• Eric can select an activity where he can get up
  and move around after his task is finished.

70
Group Discussion

• What kinds of supports (changes to the
  environment, use of materials/resources) did the
  group decide would encourage Eric to demonstrate
  the replacement behavior?
• Refer to the Strategies and Supports Checklist
• Case Manager/Team Leader fills in the Plan to
  Teach Replacement Behaviors box.

71
Develop Reinforcers/Consequences

• What is the response when desired behavior
  occurs? (Positive reinforcers)
• What is the response when problem behavior
  occurs? (negative consequences)

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Effective Reinforcement

• Use the least amount necessary
• Approximate and/or pair with natural reinforcers
• Make part of routine and systems
• Pre-plan and teach consequences

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Effective Punishment

• Use the least amount necessary
• Pre-plan and teach
• Use only with reinforcement for replacement
  behavior
• Should defeat function of problem behavior

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Group Discussion

• What kinds of consequences did the group decide
  would encourage Eric to demonstrate the
  replacement behavior?
• Case Manager/Team Leader fills in the Box 5
  Consequences (positive and negative)

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Select Positive Reinforcers

• 5. Consequences
• Response When Desired Behavior Occurs
• What will be the response when student
  demonstrates desired behavior? Include positive
  reinforcers.
• (Natural) Eric will receive teacher attention
  immediately upon raising his hand.
• (Artificial) Eric will earn points for each day
  he appropriately seeks teacher attention. At
  the end of the week, if he has earned at least
  ___points, he can participate in _____________.

76
Develop Negative Consequences

• 5. Consequences
• Response When Problem Behavior Occurs What is
  the response when student demonstrates undesired
  behavior? Include negative consequences.
• (Natural) Teacher will not provide attention
  following noise making or calling out in class
  (planned ignoring).
• (Artificial) When Eric engages in making noise or
  calling out to get attention, he loses points
  towards his chosen activity.
• (Artificial) If Eric does not earn at least __
  points during the week, he will not be able to
  participate in extra free time on Friday (or
  chosen activity).

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Behavior Goal

• Stated in specific terms (you will know it when
  you see it)
• Measurable and Observable
• Realistic, reasonable and achievable for the
  student within the timeframe of the plan
• Intermediate steps have been identified to
  benchmark/monitoring progress

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Behavior Goal
What are the conditions under which behavior will
be measured and the criteria for success in the
classroom? Condition Behavior Criteria When
is the behavior likely to occur? What do you
want the student to do? How
much is enough?
6. Behavior Goal (condition/behavior/criteria
(select goals that are reasonable and reachable
within timeline)
79
Group Discussion

• What did the team decide was a reasonable goal
  for Eric?
• Case Manager/Team Leader fills in the Box 6
  Behavior Goal

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Teaching Model

Problem Behavior Eric makes noises.
Naturally Maintaining Consequence Eric gets
teacher attention.
Trigger Teacher assigns independent work.
Behavior Goal Based on Desired Replacement
Behavior Eric will raise his hand and quietly
wait for the teacher to respond.
Artificial Reinforcers (teacher controlled) Eric
will get points or stickers. Natural Eric will
get frequent verbal praise or non-verbal
approval.
short term objective
Desired criteria Eric will raise his hand 90
of the time over next 8 weeks without verbal
prompts.
short term objective
Desired criteria Eric will raise his hand 80
of the time over the next 2 weeks, with or
without prompts.
short term objective
Desired criteria Eric will raise his hand 75 of
the time over the next 2 weeks with verbal
prompts.
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Behavior Goal
What are the conditions under which behavior will
be measured and the criteria for success in the
classroom? Condition Behavior Criteria When
is the behavior likely to occur? What do you
want the student to do? How
much is enough?
6. Behavior Goal (condition/behavior/criteria
(select goals that are reasonable and reachable
within timeline) In classroom settings, Eric will
raise his hand to gain teacher attention and
quietly wait until the teacher responds to him
90 of the time over the next 6 weeks.
82
Behavior Intervention Process (ERASE)
START

• Appropriate
• Select and teach replacement behaviors
• Are reasonable and acceptable
• Makes problem behavior irrelevant, inefficient
  and ineffective

SUCCESS
FAILURE

• Support
• Alter routines and physical arrangements,
• Provide instructional prompts in the environment
• Teach at the level of the student to ensure
  success
• Teach key rules and skills
• Modify tasks and/or instructional methods
• Determine reinforcement for desired behavior
• Determine consequences for undesired Behavior
• Plan for possible failure or relapse

• Evaluate
• Determine criteria for success
• Monitor at regular intervals
• Adjust and modify when needed

CELEBRATE AND FADE ARTIFICIAL COMPONENTS -environm
ents and conditions -reinforcers -negative
consequences
Manual p. 6
83
Develop an Evaluation PlanTeam Considers

• Do we have baseline (starting information) on the
  problem behavior?
• Number of times he calls out during a math lesson
• Frequency of noise making in a 15 minute
  observation
• What do we want to measure? (refer to behavior
  goal)
• Hand raising for attention
• Waiting for x minutes
• How will behavior change be measured?
• of instances during a specific class
• over a period of time
• In several settings
• Whats the simplest way for us to consistently
  collect that data?
• Checklist
• Self monitoring charts
• Daily behavior log
• Charting

84
Develop an Evaluation Plan contd

• What and when is enough?
• Success criteria identified
• Who will collect data, when, how?
• Staff is in agreement
• Training is provided, if needed
• Data collection is reasonable and doable within
  their setting
• Who will summarize the data?
• Team member/s identified
• Do we have a process to communicate about the
  success of our strategy (to the parent, to the
  CSE)?
• Process is clearly identified
• Parent receives regular progress updates
• How often do we need to revisit/review plan?
• Initial review and periodic follow up
• Review data and determine if plan is working
• Determine next steps (continue, discontinue,
  change)

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EVALUTE

• EVALUATE How will you know that it works?
• X Direct observation Monitor of noise making
  instances/ of hand raises over 2weeks
• Daily /weekly behavior sheet
• Number of discipline referrals
• Contact with parents
• Self-monitoring
• Other _________________________________________

• How will I know if it works?
• Measure
• Monitor

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Monitoring

• Initial review of plan will be in 15 /30/60
  days/Other DATE)____________
• Review Date _____________
• outcome achieved
• continue interventions
• fade interventions
• discontinue interventions
• Review Date
• outcome achieved
• continue interventions
• fade interventions
• discontinue interventions

87
Butaddressing individual student behavior in
isolation

• is like putting the cart before the horse.

88
Effective Behavior Support

• Emphasize prevention
• Looks at the school as a system
• Adopt sound approaches evidence-based practices
• Increase local capacity expertise
• Teach, practice, encourage, monitor
• Implement with natural implementers
• Embed staff development w/in on-going routines

89
School-based Prevention Youth Development
ProgrammingCoordinated Social Emotional
Academic Learning Greenberg et al. (2003)

• Teach children social skills directly in real
  context
• Foster respectful, supportive relations among
  students, school staff, parents
• Support reinforce positive academic social
  behavior through comprehensive systems
• Invest in multiyear, multicomponent programs
• Combine classroom, school community-wide
  efforts
• Precorrect continue prevention efforts

90
Coordinated Social Emotional, Academic
LearningGreenberg, et al. (2003) American
Psychologist

• School-based prevention and youth development
  interventions are most beneficial when they
  simultaneously enhance students personal and
  social success, as well as improve the quality of
  the environments in which students are educated
  (p. 467).

91
Ineffective Responses to Problem Behavior

• Get Tough (practices)
• Train--Hope (systems)

92
Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable individual response

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Reactive responses are predictable.

• When we experience aversive situation, we select
  interventions that produce immediate relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Erroneous assumption that student

• Is inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow.

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But.false sense of safety/security!

• Fosters environments of control
• Triggers reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic social
  behavior programming

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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phloem, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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Train hope Approach

• React to identified problem
• Select add practice
• Hire expert to train practice
• Expect hope for implementation
• Wait for next problem.

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
100
Positive Behavior Support Systems
Classroom Setting Systems
Non classroom Setting Systems
Individual Student Systems
School-wide Systems
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School-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Classroom Setting Systems

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

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Non Classroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

104
Individual Student Systems FBA/BIP

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Teaching Model

• Define, show, tell, describe.
• Practice frequently context.
• Monitor/supervise.
• Acknowledge/recognize.
• Adjust enhance

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
107
Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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To Conclude

• Create systems-based preventive continuum of
  behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach acknowledge behavioral expectations
• Work from a person-centered, function-based
  approach
• Arrange to work smarter

109
Working Smarter means

• Do less, but better
• Do it once, but for a long time
• Invest in clear outcomes
• Invest in sure thing

110
Messages Repeated!

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable.
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success.

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Questions
112
Special thanks to
Dr. Terry Scott Dept. of Special EducationPO
Box 117050Gainesville, FL 32611-7050 terryscott_at_
coe.ufl.edu [phone] x 263
http//www.coe.ufl.edu/faculty/scott/terrys/tscott
.html
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