Paul V' Sherlock Center on Disabilities Rhode Island College Promoting Membership in School, Work an

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Rhode Island School Wide PBIS

• Dr. Tony Antosh
• Paul V. Sherlock Center on Disabilities
• Rhode Island College

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Purpose of Today

• Today is a Secondary Intervention
• Time to
• Reinforce Core Concepts
• Clarify Confusions
• Check in about Fidelity
• Get Ready for Tertiary

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Agenda

• Response to Feedback Updates
• Review of the Evidence Base
• Re-teaching of Core Elements
• Connection between Response to Intervention and
  School Wide PBIS
• Introduction to Tertiary
• Self Study and Action Planning

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• Response to Feedback
• Updates

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Things We Have Heard
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Sample Implementation Map

• 2 years of school team training
• Annual booster events
• Coaching/facilitator support _at_ school district
  levels
• Regular self-assessment evaluation data
• On-going preparation of trainers
• Development of local/district leadership teams
• Establishment of state/regional leadership
  policy team

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• 2. Evidence Base

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What is the Purpose of School Wide PBIS

• .to PREVENT the development
• and intensifying of problem behaviors
• and to maximize academic success
• For ALL learners.
• National TA Center on SWPBIS Brochure

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• Institute for Educational Science
• Practice Guide
• Reducing Behavior Problems in the
• Elementary School Classroom
• http/ies.ed.gov/ncee/wwc/publications/
• practiceguides

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Recommendation 1. Identify the specifics of the
problem behavior and the conditions that prompt
and reinforce it 1. Concretely describe the
behavior problem and its effect on learning. 2.
Observe and record the frequency and context of
the problem behavior. 3. Identify what prompts
and reinforces the problem behavior.
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School Wide PBIS

• Functional Behavior Assessment
• Office Discipline Referrals SWIS
• 3. Functional Behavior Assessment

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Recommendation 2. Modify the classroom learning
environment to decrease problem behavior 1.
Revisit, re-practice, and reinforce classroom
behavior expectations. 2. Modify the classroom
environment to encourage instructional
momentum. 3. Adapt or vary instructional
strategies to increase opportunities for academic
success and engagement.
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School Wide PBIS

• Universal School Wide Expectations Taught,
  Reinforced, Re-taught Frequently
• Effective Instruction, Environmental Structure
• 3. Effective Instruction, Environmental Structure

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Recommendation 3. Teach and reinforce new skills
to increase appropriate behavior and preserve a
positive classroom climate 1. Identify where
the student needs explicit instruction for
appropriate behavior. 2. Teach skills by
providing examples, practice, and feedback. 3.
Manage consequences so that reinforcers are
provided for appropriate behavior and withheld
for inappropriate behavior.
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School Wide PBIS

• Using SWIS data as universal screening and as the
  decision matrix for deciding who needs secondary
  interventions and where. This only works if ODR
  system is consistently used.
• Teaching social competence situational lesson
  plans to teach universal expectations.
• Acknowledgement system, consistent responses to
  majors and minors, continuum of consequences.

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Recommendation 4. Draw on relationships with
professional colleagues and students families
for continued guidance and support 1.
Collaborate with other teachers for continued
guidance and support. 2. Build collaborative
partnerships with school, district, and community
behavior experts who can consult with teachers
when problems are serious enough to warrant help
from outside the classroom. 3. Encourage
parents and other family members to participate
as active partners in teaching and reinforcing
appropriate behavior.
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School Wide PBIS

• This is the role of the Universal Leadership
  Team.
• Tertiary Wrap-around Process.
• 3. Family Engagement

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Recommendation 5. Assess whether school wide
behavior problems warrant adopting school wide
strategies or programs and, if so, implement ones
shown to reduce negative and foster positive
Interactions 1. Address school wide behavior
issues by involving a school improvement team. 2.
Collect information on the hot spots throughout
the school, such as the frequency of particular
school wide behavior problems and when and where
they occur. 3. Monitor implementation and
outcomes using an efficient method of data
collection and allow ample time for the program
to work. 4. If warranted, adopt a packaged
intervention program that fits well with
identified behavior problem(s) and the school
context.
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School Wide PBIS

• The Universal Team
• ODR System SWIS
• ODR System SWIS
• 4. Secondary and Tertiary Interventions that
  (a) have contextual fit and (b) technical
  soundness

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www.pbis.org
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Core Components - Universal

• Behavioral expectations defined
• Behavioral expectations taught
• Continuum of consequences (i.e., rewards,
  reinforcers) for appropriate behavior
• Continuum of consequences for problem behavior
• Continuous active supervision or monitoring
  across all school settings
• Continuous monitoring, collection, and use of
  data for decision-making

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Core Components - Secondary

• Early universal screening
• Continuous progress monitoring for students with
  at risk behavior
• System for increasing structure and
  predictability
• System for increasing contingent adult feedback
• System for linking academic and behavioral
  performance
• System for increasing home/school communication
• Collection and use of data for formative
  decision-making

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Core Components - Tertiary

• Functional behavioral assessment
• Team-based comprehensive assessment and
  intervention
• Linking of academic and behavior supports
• Individualized intervention based on assessment
  information focusing on (a) prevention of problem
  contexts (b) instruction on functionally
  equivalent skills, and instruction on desired
  performance skills (c) strategies for placing
  problem behavior on extinction (d) strategies
  for enhancing contingent reward of desired
  behavior and (e) use of negative or safety
  consequences if needed.
• Establishment of local behavioral expertise
• Collection and use of data for decision-making

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• 3. Core Elements

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Evolution of Behavioral Paradigm

• S - R - S
• Stimulus Response Stimulus
• A - B - C
• Antecedent Behavior - Consequence

• PBS
• Behavior has a CONTEXT
• Behavior has a FUNCTION

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PBS

• Behavior support is the redesign of environments,
  not the redesign of individuals
• Positive Behavior Support plans define changes in
  the behavior of those who will implement the
  plan. A behavior support plan describes what we
  will do differently.

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What is a Behaviorist?

• Not
• Someone who likes behavior
• Someone who has subjective opinions
• Someone who does not use or keep consistent data

• Is
• Someone who accurately observes and describes
• Someone who uses consistent data (a) to screen,
  (b) to match students with interventions, and (c)
  to monitor efficacy.
• Someone with documented technical competence.

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The Functional Perspective

• Attention to environmental context
• Emphasis on function of behavior
• Focus on teaching behaviors that accomplish the
  function in an effective efficient manner
• Attention to behavior of the implementors

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Identifying Behavioral Function Maintaining
Consequences
Given a Problem Behavior and Routine
Get Object, Activity, Sensation
Avoid Object, Activity, Sensation
Object/ Activity
Social
Physiological
Social
Physiological
Object/ Activity
Precise Event
Precise Event
Precise Event
Precise Event
Precise Event
Precise Event
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Factors Influencing Behavior
Social Contexts
Biological Contexts
Physical Contexts
Tangibles
Escape
Sensory Feedback
Social Attention
Difficult Behaviors
From Severe Behavior Problems A Functional
Communication Training Approach Mark V. Durand
(1990)
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B. Comprehensive

• School Wide
• Continuum of Supports and Interventions
• Universal School Wide Expectations
• Secondary and Tertiary Interventions are
  connected to Universal Expectations
• Continuum of Reinforcers
• Continuum of Responses to Rule Violations

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C. Team Driven

• Universal Team has primary responsibility for
  implementing all three tiers of SWPBIS
• Universal and Targeted Teams should be CLOSELY
  connected
• Several states Targeted Team as sub team of
  Universal Team
• Some states Universal Team and Targeted Team
  are the same

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D. Data Based

• Consistent system
• Universal System
• Data based rules for making decisions about
  matching students to secondary and tertiary
  interventions
• No decision should be made without data
• SWIS data should be regularly and frequently
  reported to staff, to parents

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Results for Veazie Street Elementary Year 1 School
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Veazie Street Elementary
SET Results 2006-2007
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Veazie Street Elementary
SET Results 2007-2008
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Veazie Street
2006-2007 Behavior Triangle
2007-2008 Behavior Triangle
Triangle Data Report 2006-2007 All All
Major Major Minor Minor Students with 0
Referrals 331 50.92 390 60.00 426 65.54
Students with 1 Referrals 94 14.46 112 17.23
72 11.08 Students with 0 or 1
Referrals 425 65.38 502 77.23 498 76.62
Students with 2-5 Referrals 128 19.69
97 14.92 94 14.46 Students with 6
Referrals 97 14.92 51 7.85 58 8.92
Students with 9 Referrals 68 10.46 29 4.46
36 5.54
Triangle Data Report 2007-2008 All All
Major Major Minor Minor Students with 0
Referrals 395 65.83 480 80.00 431 71.83
Students with 1 Referrals 81 13.50 60 10.00
76 12.67 Students with 0 or 1
Referrals 476 79.33 540 90.00 507 84.50
Students with 2-5 Referrals 75 12.50 43 7.17
68 11.33 Students with 6 Referrals 49 8.17
17 2.83 25 4.17 Students with 9
Referrals 25 4.17 8 1.33 12 2.00
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Results for Oak Haven Elementary Year 2 School
SET results 2006-2007
SET results 2007-2008
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Oak Haven Elementary
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Oak Haven 2007-2008 Behavior Triangle
Triangle Data Report All All Major
Major Minor Minor Students with 0
Referrals 202 76.23 252 95.09 202 76.23
Students with 1 Referrals 32 12.08 8 3.02
34 12.83 Students with 0 or 1
Referrals 234 88.30 260 98.11 236 89.06
Students with 2-5 Referrals 25 9.43 3 1.13
25 9.43 Students with 6 Referrals 6 2.26
2 0.75 4 1.51 Students with 9
Referrals 2 0.75 0 0.00 0 0.00
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Silver Spring Elementary Year 2 School
SET Results 2006-2007
SET Results 2007-2008
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Sliver Spring 2007-2008 Behavior Triangle
Triangle Data Report All All Major
Major Minor Minor Students with 0
Referrals 149 65.35 195 85.53 153 67.11
Students with 1 Referrals 25 10.96 18 7.89
29 12.72 Students with 0 or 1 Referrals
174 76.32 213 93.42 182 79.82 Students
with 2-5 Referrals 35 15.35 11 4.82 30 13.16
Students with 6 Referrals 19 8.33 4 1.75
16 7.02 Students with 9 Referrals 15 6.58
1 0.44 10 4.39
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Fairlawn Elementary Early Learning Center Year
1 School
SET Results 2006-2007
SET Results 2007-2008
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Fairlawn Elementary Early Learning Center Year
1 School

• Triangle Data Report
• All All Major Major Minor Minor
• Students with 0 Referrals 231 84.00 245 89.09
  241 87.64
• Students with 1 Referrals 17 6.18 13 4.73
  17 6.18
• Students with 0 or 1 Referrals 248 90.18
  258 93.82 258 93.82
• Students with 2-5 Referrals 20 7.27 13 4.73
  13 4.73
• Students with 6 Referrals 7 2.55 4 1.45
  4 1.45
• Students with 9 Referrals 5 1.82 1 0.36
  3 1.09

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E. Functional Assessment

• Functional assessment interview (FACTS)
• Defines
• Problem behaviors
• Routines where problems most likely
• Events that set off problem behaviors
• Events that maintain problem behaviors
• Attention (peer/adult)
• Escape
• Access to Activities/Items

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The Functional Assessment Checklist for Teachers
and Staff (FACTS)

• The FACTS is a two-page interview used by school
  personnel who are building behavior support
  plans. The FACTS is intended to be an efficient
  strategy for initial functional behavioral
  assessment. The FACTS is completed by people
  (teachers, family, clinicians) who know the
  student best, and used to either build behavior
  support plans, or guide more complete functional
  assessment efforts. The FACTS can be completed
  in a short period of time (5-15 min). Efficiency
  and effectiveness in completing the forms
  increases with practice.

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F. Family Engagement

• Parents as Universal Team Members
• Social Contracting
• SWIS Data Reports

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• G. Technical Capacity and Fluency
• Across the Triangle

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• Clarification of Secondary Interventions
• An Example

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Silver SpringBehavior Support Team

• 10/8/08

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BST

• Behavior Support Team
• Support for students who are not responding to
  Universal Programs

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Universal Programs

• Expectations Defined Respect Responsibility,
  Achievement and Safety
• Expectations Taught Lesson Plans, follow-up
  agreements, re-teaching
• Expectations Acknowledged Feathers
• System for Responding to Infractions ODRs, SWIS

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Students who are not responding

• Multiple Major office discipline referrals
• Significant concern on the part of teacher,
  parent, administrator
• Follow-Up agreements and individual re-teaching
  of expectations implemented

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Secondary Process Overview

• Referral to the BST
• Social Contracting
• Initial BST meeting
• Assignment to Targeted Group Intervention
• Review Data, Decisions regarding continued
  interventions

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TARGETED GROUP INTERVENTIONS

• Quick, uniform, easily implemented
• Tied to most common functions
• Adult attention
• Peer attention
• Task avoidance

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Check-In/Check-Out

• CICO
• When function is related to adult attention
• Step up from social contracting
• CI with a staff member in the morning
• Teacher rates performance on individual goals
  during the day
• CO with staff in the afternoon

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Preparing And Supporting Self-managers

• PASS
• When function is related to task avoidance
• Learn a Work Plan approach to tasks
• Daily CI with mentor to receive Work Plans,
  organize materials
• Teacher rates Work Plan usage during the day
• Daily CO with mentor to review Work Plan usage,
  graph performance

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Social Skills Instruction

• SSI
• When function is related to peer attention
• Learn specific social skills within the context
  of a small group
• Weekly instruction for 4-6 weeks

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Why do Targeted Interventions Work?

• Improved structure
• Prompts are provided throughout the day for
  correct behavior.
• System for linking student with at least one
  positive adult.
• Student chooses to participate.
• Student is set up for success
• First contact each morning is positive.
• Blow-out days are pre-empted.
• First contact each class period (or activity
  period) is positive.
• Increase in contingent feedback
• Feedback occurs more often.
• Feedback is tied to student behavior.
• Inappropriate behavior is less likely to be
  ignored or rewarded.

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• 4. What is the connection between RtI and SWPBIS?

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Evolution of RtI SWPBS

• George Sugai
• OSEP Center on PBIS
• Center for Behavioral Education and Research
• University of Connecticut
• January 23, 2008
• www.pbis.org www.cber.org
• George.sugai_at_uconn.edu

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RtI Good IDEiA Policy

• Approach for redesigning establishing teaching
  learning environments that are effective,
  efficient, relevant, durable for all students,
  families educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new

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RtI
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Public Health Disease PreventionKutash et al.,
2006 Larson, 1994

• Tertiary (FEW)
• Reduce complications, intensity, severity of
  current cases
• Secondary (SOME)
• Reduce current cases of problem behavior
• Primary (ALL)
• Reduce new cases of problem behavior

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
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RtI Application Examples
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SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable
• (Zins Ponti, 1990)

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SWPBS is about.
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5. Getting Ready for Tertiary

• Universal PBIS System is in place
• Secondary PBIS System is in place
• Establish referral process embed in flowchart
• Identify or develop capacity for comprehensive
  Functional Behavioral Assessments
• Establish a comprehensive Behavior Support Plan
  System
• Establish a process for wrap around supports
• Data Data Data as the basis for ALL decisions

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Individual Support Plans

• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral Assessment
• Linked to school-wide system

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Establish a Functional Team

• Knowledge about the individual
• His/her behavior, interests, strengths,
  challenges, future
• Knowledge about the context
• Instructional goals, curriculum, social
  contingencies, schedule, physical setting.
• Knowledge about behavioral technology
• Elements of behavior
• Principles of behavior
• Intervention strategies

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Which team is more likely to bring the three
sources of knowledge?

• Team A
• Child
• Parent
• Teacher
• Coordinator
• Behavior specialist
• Friend

• Team B
• School Psychologist
• Counselor
• Teacher

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Importance of Team Composition

• Leah Bennazi (University of Oregon)
• The composition of a behavior support team
  affects
• (a) the technical soundness of the behavior
  support plan, and
• (b) the contextual fit of the behavior support
  plan selected for implementation.

Leah
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Functional Behavioral Assessment Defined

• Functional behavioral assessment is a process for
  identifying (a) observable problem behaviors, (b)
  the contexts or routines where the problem
  behaviors are most likely, (c) the specific
  antecedent events within a context or routine
  that reliably predict occurrence of problem
  behaviors, and (d) the consequences that appear
  to maintain the problem behavior.

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FBA Team Process Steps

• Collect information.
• Develop testable hypothesis or summary statement.
• Collect direct observation data to confirm
  summary statement.
• Develop competing pathways summary statement.
• Develop BIP.
• Develop details routines for full
  implementation of BSP.
• Develop strategies for monitoring evaluating
  implementation of BSP.

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Behavior Support Elements
Response class Routine analysis Hypothesis
statement
Alternative behaviors Competing behavior
analysis 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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Testable Hypothesis Basic Unit
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Infrequent events that affect value of maint.
conseq.
Following events that maintain behaviors of
concern
Preceding events that trigger or occasion
Set of related behaviors of concern
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Desired Alternative
Typical Consequence
Summary Statement
Setting Events
Triggering Antecedents
Maintaining Consequences
Problem Behavior
Acceptable Alternative
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Add effective remove ineffective reinforcers
Neutralize/ eliminate setting events
Add relevant remove irrelevant triggers
Teach alternative that is more efficient
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Main Themes of Effective Interventions

• Make the problem behavior irrelevant
• Change the context so the problem does not arise
• Make the problem behavior inefficient
• Teach alternative skills that produce same effect
  as problem behavior
• Exaggerate rewards for appropriate behavior
• Make the problem behavior ineffective
• Minimize the likelihood that a problem behavior
  will be rewarded.

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Charles
BSP Template
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Technically Sound Plan of Support

• The elements of the plan are consistent with
  basic laws of behavior
• The elements of the plan are consistent with
  basic laws of physiology
• The elements of the plan are consistent with the
  summary statement(s) from the functional
  behavioral assessment.

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Contextual Fit

• The people who will implement a BSP
• Are knowledge about elements of the BSP
• Have the skills required to implement BSP
• Are comfortable with the procedures (Values)
• Have administrative support to implement BSP
• Have the expectation that the BSP will be
  effective
• Believe that BSP is in the best interest of focus
  person
• Have the resources (time, materials) to implement
  are available and efficiently used.

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6. Self Study

• For each item, rate your school
• 2 Absolutely this happens
• 1 Some of the people, some of the time
• 0 Not really

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• 1. Are more than 90 of the personnel in your
  school teaching your students specific ways to
  meet your school wide expectations?

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• 2. Are more than 90 of the personnel in your
  school using your school wide acknowledgement
  system as designed by your universal team?

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• 3. Are more than 90 of the personnel in your
  school using your school wide office discipline
  referral system as designed by your universal
  team?

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• 4. Do you have a system in place for teaching
  new students and new staff about your school wide
  universal system?

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• 5. Is your SWIS data regularly shared with your
  universal team? Your targeted team? The whole
  school? Does your SWIS data show changes in the
  frequency and patterns of office discipline
  referrals?

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• Have you computed your SWIS triangle?
• Have you compared it with previous years? Does
  it document change?

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• 7. What decisions has your universal team made
  based on your SWIS data?

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• 8. Do you have a menu of secondary supports and
  interventions? Are your secondary supports and
  interventions connected to your school wide
  expectations?

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• 9. Are referrals for secondary interventions
  based on SWIS data? Is other data used to
  supplement SWIS data?

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• 10. Have you created your secondary flowchart?
  Have you created your secondary referral form?
  Have you provided professional development on
  this system to your whole school?

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• 11. Is your universal leadership team continuing
  to guide the implementation of SWPBIS in your
  school? Is your team still representative of
  your school?

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• 12. Can you describe the positive impacts of
  SWPBIS on your school?

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Lack of fidelity in more than three of the
core Components Many staff rarely use Self
Study 0-12 points
Triangle Applied to Schools

Lack of fidelity in two Or three of the core
components 20-30 of staff are resistant or
rarely use Self Study 13-16 points

80/80 on SET School Wide Expectations Are the
basis of ALL Universal and Secondary Activities
90 of personnel use the System Parents
understand the System Data is the basis for ALL
decisions Self Study 17-24 points
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Lack of fidelity in more than three of the
core Components Resistive
Triangle Applied to Personnel

Lack of use with fidelity in two or three of the
core components Questions the value of SWPBIS

Teaches School Wide Expectations in own classroom
and other settings Uses the system for
acknowledgements and ODR Uses secondary system
as needed Knows SWIS data trends
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After Lunch

• Compare self study results
• Develop an action plan to improve outcomes