Functions Based Targeted

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• Functions Based Targeted
• Behavior Interventions
• within a Multi-Tiered System of Support
• Presented by
• The VTPBiS Trainers

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(No Transcript)
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Opening Activity

• As a Team, identify your top PBIS accomplishments
  and challenges since rolling out PBIS.
• Designate someone to introduce your team and name
  one top accomplishment and challenge.

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Agenda

• Sustaining the Universal Effort
• Overview of Targeted Level
• Developing Systems at the Targeted Level
• Selecting Targeted Practices/Interventions
• Check-In/Check-Out and Teacher Check, Connect and
  Expect
• Function of Behavior and FBA
• Other Targeted Interventions
• Exploring Universal Screening
• Using Data to assess student need, targeted
  practices and to monitor fidelity of
  implementation

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BEST ExpectationsTargeted Training Teaching
Matrix
BEST Expectation Training Setting
Be Present Be On Time Silent cell phones Eyes and ears in focus
Engage Take a Team role Ask questions Follow along with the Power Point and Activity Sheets.
Support Each Other Bring snacks to share Seek clarification Use positive statements and re-statements
Team Solutions Establish and follow team roles and norms Contribute ideas to Team Planning
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Training Supports

• Training format presentation, team work,
  questions and processing
• Materials power point, flash drives, Targeted
  Level Implementation Workbook, web site
• Tools Benchmarks of Advanced Tiers, CICO
  Assessment/Action Plan
• Team roles (facilitator, recorder, reporter,
  other)
• Team Norms
• Role of Coordinator and Coach
• Support from Trainers (Cups)

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VTPBiS Signal for Help Help Us Help You

• Were all set. No help needed.
• We need help, but can continue with our work.
• HELP! We cant continue with our work.

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Differentiate based on your experience
Foundations Think about how you plan to
accomplish the work.
Full Implementation Think about how to make it
easy, better, more effective.
Sustainability Think about how to continue the
practice and ensure sustainability.
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Emphasis on Prevention!

• School-wide/Primary
• Prevent problem behaviors
• Secondary/Targeted
• Reduce current problem behaviors
• Intensive/Tertiary
• Reduce complications, intensity, severity of
  problem behaviors

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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Why is PBIS an Example of Response to
Intervention (RtI) or Multi-Tier System of
Support?

• 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

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Designing School-Wide Systems for Student Success

Academic Support
Support
Behavioral

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

1-5
1-5

• Targeted Group Interventions
• Some students
• High efficiency
• Rapid response

• Targeted Group Interventions
• Some students
• High efficiency
• Rapid response

5-10
5-10

• Universal Interventions
• All settings, all students
• Preventive, proactive

100
100
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Comprehensive Supports
Function-based Support
Tier III
Group Interventions w/function-based
modifications
Lunch buddies

• Group Interventions
• CICO
• Skills groups

Tier II
Anger Mgmt group
Social Skills Groups
Peer Tutors
Homework Club
School Mentors
Study Skills

• Tier 1
• SWPBS Tier I

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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 academic
  or social behavior

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Using data to determine when to consider targeted
interventions
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Using the Referrals by Student report as a
Universal Screening Tool
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Activity 1

• Discuss Now
• If up to 15 of Your Students need something
  more, how many students would that be in your
  school?
• Review your ODR data. (If SWIS, look at
  referrals by student graph.) What percentage
  of your students receive 3-5 ODRs. Calculate
  based on your school enrollment?

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Plan to sustain the Universal LevelSystems, Data
and Practices

• Whos missing from the team?
• How can you increase your teams visibility?
• How will you use data to plan?
• What competing initiatives (ie., school
  improvement activities) do you need to align with
  PBIS?
• Who will plan Universal roll-out for next year?
• What will roll-out be for staff, students, and
  families?

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Activity 2Planning to Sustain Universal PBIS

• As a Team, answer the questions above and
  complete the following
• Review your schools BoQ and answer questions 1-3
  in Benchmarks for Advanced Tiers (BAT)
• Complete the VTPBiS Universal Action Plan for
  Sustainability.

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Universal Systems Check
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What is a Targeted Intervention?

• An intervention (or set of interventions) known
  by all staff and available for students during
  the school day.
• Interventions provide additional student support
  in academic, organizational, and/ or social
  support areas.

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Targeted interventions are

• Best for low level problem behavior (e.g.
  talk-outs, minor disruption, task completion)
• Efficient because they use the same or similar
  practices for groups of students that do not need
  to be individualized for each student.
• Effective because they focus on decreasing
  problem behavior thereby increasing academic
  engagement and decreasing office discipline
  referrals.

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Critical Features

• Meets the needs of groups of students
• Does not require individualizing for each student
• Uses positive approach
• Everyone knows about it
• Lets students opt out
• Involves parents
• Based on function of behavior (get or avoid)
• Has some clear evidence that it works
• Has system resources (team and administrator
  support)

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Which students might need Targeted Level
supports?

• Possible Categories of Risk
• Multiple disciplinary referrals
• Attendance/late to school
• Frequent nurse visits
• Homework not completed
• Behavior concerns not addressed through
  discipline system (e.g. social withdrawal,
  internalizing)
• Other

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OUTCOMES
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Necessary Conversations within a Multi-Tiered
Framework

• Tier II
• Targeted Systems Planning
• Procedures for Referral Evaluation
• Communicate with Staff Families
• Targeted Student Planning
• Place in targeted interventions
• Evaluate Monitor Student Progress

• Tier III
• Intensive SU Level
• Secure resources
• Focus on student outcomes
• Focus on Fidelity of Implementation measures
  across the district
• Intensive Student Planning
• Completes FBA/BIP
• Facilitates Wraparound
• Evaluate Monitor Student Progress

• Tier I
• Universal Level
• Plans School-Wide Supports (6 components of PBIS)

Could responsibilities of an existing team
(EST/SST/etc.) be shifted?
Sept. 1, 2009
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Targeted Planning has Two Purposes

• Systems level design and accountability (this is
  often an additional function of the Universal
  Team)
• Individual student intervention planning and
  monitoring

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Targeted Planning - System

• Creates procedures for all targeted interventions
  (not individual students).
• Communicates to staff and families.
• Links between Targeted and Universal systems

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Targeted Planning -for student planning and
referral

• Meets weekly or bi-weekly to review student
  referrals and place student on CICO (unless
  otherwise specified)
• Communicates with staff and parents about student
• Evaluates student progress, needed plan change
  and exit from intervention
• Members include a coordinator, individual skilled
  in function-based behavior support planning,
  administrator.

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Targeted System for Behavior and EST
Considerations

• EST and PBIS Targeted student planning team may
  be a separate or combined team but should not be
  duplicative.
• Develop your PBIS targeted system to fit within
  your schools context.
• Goal Work smarter, not harder!

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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
• Troubleshoot systems level issues.

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Role of School-based Behavior Coordinator

• Facilitates weekly targeted student meetings
• Active member of implementation team and student
  planning team
• Attend regional coordinator meetings and
  trainings
• Prioritizes students for Team meeting
• Prioritizes requests for service
• Creates graphs for meetings
• Facilitates meetings
• Maintains records

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Role of Supervisory Union/District Coordinator

• Builds capacity to implement effective practices
• Focus on student outcomes
• Focus on fidelity of implementation of effective
  practices across District/Supervisory Union.
• Align SU/district systems, data and practices.

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Activity 3 What is your Team Structure?

• Review Team Norms and Roles.
• Complete the Team Profile. Determine the most
  effective and efficient team structure for
  Targeted Level supports at the system level and
  at the individual student level.
• Complete the questions 4-6 in Benchmarks for
  Advanced Tiers

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Targeted Behavior Purpose Statement

• Example
• To effectively and efficiently match children who
  have not responded to universal interventions
  with targeted strategies more likely to produce
  successful outcomes.

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Activity 4

• Write your Targeted Behavior Purpose Statement.
• How will people know it?

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OUTCOMES
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Problems at Schools

• Struggling readers
• Cant read at all
• Letter/word reversal
• Comprehension difficulties
• Memorization difficulties
• Retention problems
• English language learners
• Lack of number recognition
• Math fact deficits
• Homework completion
• Sloppy work
• Test anxiety
• Oral reading fluency
• Poor writing skills

• Fights
• Property destruction
• Weapons violation
• Violence toward teachers
• Tobacco use
• Drug use
• Alcohol use
• Insubordination
• Noncompliance
• Late to class
• Truancy
• Inappropriate language
• Harassment
• Trespassing
• Vandalism
• Verbal abuse

and on and on and on and on and on
and on and on
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Interventions with an Evidence Base

• Advance organizers
• Anger Management Skills Training
• Behavioral Interventions
• Choice
• Class Wide Peer Tutoring
• Cognitive organizers
• Cognitive Restructuring
• Cognitive-Behavioral Therapy
• Computer-Assisted Instruction
• Contingency Management
• Daily Behavior Report Cards
• Exposure-Based Techniques
• Family Therapy
• Functional Assessment
• Functional Communication Training
• Integrated Cognitive-Behavioral Therapy
• Interdependent Group-Oriented Contingency
  Management
• Interpersonal Therapy for Adolescents
• Milieu Language Teaching

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Examples Targeted Group Interventions Based on
Functions of Behavior

• 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

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Social Skills Instruction

• Matching Interventions to Deficit Types
• most social skills studies deliver a treatment to
  children with an almost complete disregard for
  the types of social skills deficits children may
  have (Gresham, 1998)
• consider acquisition vs. performance deficits

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Programming for Successful Social Skills
Instruction

• Interventions should be implemented as planned or
  intended
• Plan to adequately program for generalization
  maintenance
• Match instructional procedures to specific types
  of deficits
• Target socially valid behaviors

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Cautions regarding Social Skills Instruction

• Address Generalization Maintenance Issues
• Functional approach is needed to program for
  generalization maintenance (Horner
  Billingsley, 1998)
• one reason so many socially skilled behaviors
  fail to generalize is the newly taught skill is
  masked or overpowered by older and stronger
  competing behaviors

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Social Skills Basics

• Social skills curriculum must match the specific
  need.
• An ideal curriculum does not exist.
• Basic set of Preferred Teaching Practices
  exists.
• Initially, learning how to teach social skills
  takes time and energy.

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Characteristics of all Targeted Interventions

1. explicitly teaching expected behavior to the
   student
2. structured prompts for appropriate behavior
3. opportunities to practice skills
4. opportunities for positive feedback
5. strategies for fading support as the student
   gains new skills
6. system for communicating with parents
7. regular Data for Monitoring student progress

Keys to Changing Behavior
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Self-Management

• Teach self-monitoring targeted social skills
  simultaneously
• Practice self-monitoring until students
  accurately self-monitor at 80 or better
• Periodic checks on accuracy
• It is not simply giving students a
  self-evaluation check-list, we must teach and
  practice to fluency and reinforce both accurate
  self-evaluation and appropriate behavior

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Mentoring

• Focus on connections at school
• Not monitoring work
• Not to nag regarding behavior
• Staff volunteer
• Not in classroom
• No administrators
• Match student to volunteer
• 10 minutes minimum per week
• Emphasize the importance of being ready to meet
  with student on a regular, predictable, and
  consistent basis. Goal is not to become a
  friend, but a positive adult role model who
  expresses sincere and genuine care for the student

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Peer Tutoring

• Tutors must be taught how to teach
• Tutors must be taught what to do if tutee does
  not comply
• Tutors must be given the option to drop out at
  any time without penalty
• Initially, peer tutoring should be undertaken
  only with close and on-going teacher supervision
  to ensure success

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Academic Support

• Homework
• If data indicate it doesnt come back, build
  in-school homework support
• Supplemental Instruction
• Direct additional instruction along with current
  classroom teaching
• Differentiated Instruction
• Strategies to engage diverse learners
• Accommodation
• Within instruction
• Emphasize the need to identify and intervene
  early before students fall behind routine
  screening using curriculum based measures to
  identify students early

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Check-In/Check-Outor Teacher Check Connect and
Expect

• Daily positive adult contact
• Daily progress report provides increased
  attention to behavioral goals
• Collaborative team-based process
• Home-school partnership
• Must have system in place for referral, behavior
  monitoring, and coordination.

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Important to Note!

• Common misperception is that these strategies
• will fix the student and the classroom teacher
• does not need to be an active participant since
• specialists or outside staff are often involved
• in the intervention Important to stress that
• these interventions will require involvement of
  ALL staff within the school building.

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So Tell Us.

• What are you currently implementing for Targeted
  interventions?

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Activity 5

• With your Team, complete the Inventory of
  informal and formal targeted supports or systems
  for students who do not respond to School-Wide
  PBIS.

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Targeted Behavior Training Status Check. Have
you

• Reviewed your school data to identify student
  population eligible for targeted interventions?
• Answered BAT questions 1-3?
• Completed your PBIS Universal Action Plan for
  Sustainability?
• Completed your School Profile and answered BAT
  questions 4-6?
• Finished your Targeted Behavior Purpose
  Statement?
• Completed Inventory of Targeted Practices?