Prevention Through Planning and Assessment

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Prevention Through Planning and Assessment

• Kerry Duersteler Kelleah Lewis
• Kelley Stendler Melissa Myers
• July 21, 2009

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Knoslers Change Process

• Vision confusion
• Incentives resistance
• Skills anxiety
• Resources frustration
• Action plan treadmill
• CHANGE

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Functional Behavior Assessments

• An FBA is a process, not a form (the form is used
  to document the process)
• The purpose of conducting an FBA is to help the
  team collaboratively develop an effective
  Behavior Plan that meets a students individual
  needs
• The goal is not to suppress inappropriate
  behavior it is to increase positive prosocial
  behaviors Eric Hartwig

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FBA Setting Factors

• Time of day
• Day of the week
• Class / subject
• Period
• Teacher
• Structured v. unstructured times (classroom v.
  halls)

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Data Collection

• To determine triggers, setting factors
  functions
• Conduct observations
• Interview the student
• Interview parents, teachers or other staff
• Use questionnaires, checklists or rating scales
• Review previous records
• Track review other behavioral data

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FBA Function of Behavior
When kids misbehave, they are communicating in
the only way that they know how. They are telling
us a need is unfilled or trying to meet the need
themselves

• Common Functions Include
• Avoidance (cant do or wont do)
• Power Control (including revenge, perceived
  justice)
• Attention (adult, peer or both)
• Self regulation, coping

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FBA sample

• New group of 3-Discuss the following
• What was the problem?
• What was the function?
• What do you think is the most powerful component,
  why??
• What impressed/surprised you?

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Now you can do the BIP!

• Now that the team has conducted an FBA, you
• can begin to identify possible interventions.
• As you construct the BIP, remember
• The FBA is the basis or backbone of the BIP
• The team must identify a realistic, practical
  replacement behavior that meets the same need or
  function
• Consider this Old way-We used to spend time on
  consequences, New Way-It is FAR more effective to
  identify preventative strategies and Positive
  Behavior Interventions based on functions

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Implementation of BIP

• Even the most effective BIP will not change the
  behavior dramatically in a short period
• Often, with an effective plan, the behavior gets
  worse before it gets better
• Many experts say it takes 6 weeks for real
  behavior change to take place
• Its crucial for the team to implement the plan
  consistently with integrity for several weeks

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Fact Sheets

• BIPs and IEPs must be individualized
• EBD is not OHI is not Autism is not TBI
• Tools include, fact sheets, Blueprints for
  Success, EBD evaluation guide, Melissas website,
  maroon book

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Fact Sheet activity

• Count off by 8
• Jigsaw topics
• Read in group
• Discuss who should have these
• When should they be used
• How are they helpful?

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Strategies for Effective IEP Meetings
(Maintaining a Focus on the Child)

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PL94-142 / IDEA

• IEP Meetings
• Held at Least Annually
• Required Team Members
• Parent(s) of the Student
• General Ed Teacher
• Special Ed Teacher
• Administrator or Administrator Designee (LEA)
• Student, as appropriate

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Getting your Ducks in a RowBefore the IEP
Meeting

• Implement a Uniform System
• School-wide Process
• Master Calendar
• IEP Meeting Scheduling
• Administrator Designees
• Bring Documentation
• Behavioral Data behavioral reports, detentions,
  attendance, referrals, anecdotal notes,
  suspensions.
• Academic Data Formal and Informal Assessments
  student work samples, academic assessments, MAPs,
  rubrics.

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During the IEP Meetingsee handout on IEP
agenda

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IEP Team Taboos

• Blaming individuals
• Making excuses for shortcomings or problems
• Lack of participation
• Arguing
• Defensiveness
• Offensiveness
• Self Advocacy
• Excessive Talking
• Non Participation
• Side Bars
• Individual Dissent

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During the IEP Meeting

• Strategies for Dealing with Challenging Behaviors
• Remain calm pleasant
• Refrain from raising voice
• Avoid arguing
• Actively listen
• Avoid words with negative connotations
• Question rather than state
• Look for areas of agreement

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During the IEP Meeting

• How Does Consensus Look?
• Each participant
• understands the decision
• has the opportunity to state position regarding
  the decision
• consents to the decision and agrees to support it.

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After the IEP Meeting

• Confirm Follow Up Actions
• Parents should walk out with a draft in hand
• Expect final IEP is due within 2 weeks

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Guiding Questionscontinuum of EBD services

• Read pages 31-33 in the Evaluation Guide
• With your table group, compose 5 to 10 questions
  that should be considered when determining Least
  Restrictive Environment ( self-contained to
  inclusive continuum)

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Burning Issues
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Removal from class

• Does every teacher know which behaviors warrant
  removal from class?
• Is there a form or procedure for when students
  are removed?
• Who is involved?
• Who should be? Who shouldnt?
• What is the teachers responsibility in providing
  continuing services when the student is in
  crisis?
• What is the administrators role? Expectations?
• What is expected of students? Process, reflect?

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District guidelines/expectations

• IN GENERAL
• Students are expected to be serviced by their
  teachers
• Removal is typically not effective and only used
  in instances of imminent threat to the safety of
  self and others
• Principals and other administrators should be
  used for positive reinforcement
• Principals et al. , should be aware of Crisis
  Intervention Plan, which may or may not directly
  involve them

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Philosophy of ProACT

• Using Crisis Intervention plans and BIPs
  consistently
• Modify if ineffective
• Reflection is Crucial
• The underlying principle is that the ADULTS need
  to debrief with the student and reflect upon what
  they could have done differently to help
  de-escalate the situation
• We never restrain for noncompliance, including
  leaving the room
• STOP and come up with some ideas

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A long time ago, in a galaxy far, far away,
Seclusion and restraint were commonNow, Not
so much

• All staff working with students must be ProACT
  trained
• Remove others, make environment safe first
• If not trained, never restrain
• Must be part of IEP
• Must document, the School Board reads and
  reviews every month
• Always a team of 2 or more using ProAct approved
  restraints
• Never face down
• DPI directives are included, review if unfamiliar

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A long time ago, in a galaxy far, far away,
Seclusion and restraint were commonNow, Not
so much

• All staff working with students must be ProACT
  trained
• Remove others, make environment safe first
• If not trained, never restrain
• Must be part of IEP
• Must document, the School Board reads and
  reviews every month
• Always a team of 2 or more using ProAct approved
  restraints
• Never face down
• DPI directives are included, review if unfamiliar

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Top 10 reasons to Avoid restraints

1. Personal danger
2. Student danger
3. Student dignity and relationships
4. Parents, other students reactions, fear etc.
5. Lawsuits-DPI DIRECTIVES
6. Death and serious injury
7. Risking professional career
8. Not effective, research is for self regulation
9. Message is we control you, response is likely to
   escalate
10. The plan has failed if it gets that far

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suspensions

• List behaviors that have resulted in
  suspension-brainstorm with group
• How effective was it in reducing behaviors?
• Mark those that are a danger to self or others
• If not, can you think of actions that may be more
  effective?

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Manifestation determination

• Any time a special education student is sent
  home, it is a suspension
• It must be documented on a form and Infinite
  Campus
• Hours add up, half days and full days
• EVERYTHING counts
• If it gets to 10 days, a manifestation IEP must
  be held
• The question that must be answered is Is the
  behavior a result of, or directly related to
  their disability

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Burning Questions

• What has happened that got us to 10 days?
• Is it individuals, environment?
• Is it school wide?
• What are the patterns?
• Bullying, cultural responsiveness?

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WHAT WORKS
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Modify environment, dont try to change the
studentRealistically, what can we control????

• Change our response- build rapport-research
  says number one factor
• Change and arrange physical environment- desks,
  seating-consider light, sound, distractions
• Too much or too little sensory stimulation,
  opportunities to self regulate-engine rooms,
  quiet corner, self selected seclusion, safe
  alternatives
• Engaging and appropriate curriculum
• Good lesson planning is the second most important
  behavior management factor
• Choices are HUGE, for motivation and control
• TEACH social skills, replacement behavior

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Building Effective programs

• Use Effective Programs for Students with EBD as a
  guide
• Consider the questions that were addressed today,
  scheduling IEPs, school wide discipline,
  referrals, suspensions, roles, responsibilities
• Assess and proactively plan

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Big Idea of the Day

• Assessment drives effective instruction
• As _______________________________________________
  _______________
• Drives effective behavior management

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Additional Resources

• Student Services
• Instructional Support Website
• http//www.wawm.k12.wi.us/District20Information/P
  upil20Services/support/index.htm

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3-2-1

• 3 concerns you would like more information or
  help with
• 2 AHAs
• 1 commitment from todays workshop that you will
  implement

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Thank you for your time and attention !!!!!!