Overview of Secondary/Tertiary Tier Practices & Systems George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 22, 2009 www.pbis.org www.cber.org www.swis.org [email protected]
Transcript
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Overview of Secondary/Tertiary Tier Practices & Systems
George Sugai OSEP Center on PBIS Center for Behavioral Education
& Research University of Connecticut April 22, 2009
www.pbis.org www.cber.org www.swis.org [email protected]
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PURPOSE Overview of practices & systems for non- responsive
behavior: Secondary/Tertiary Tier Behavior Supports Review
Secondary/Tertiary Tier Behavior Supports: Practices & Systems
Action Planning (~11:00) Appendices
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence &
Academic Achievement Supporting Decision Making Integrated
Elements
SCHOOL-WIDE 1.Leadership team 2.Behavior purpose statement
3.Set of positive expectations & behaviors 4.Procedures for
teaching SW & classroom- wide expected behavior 5.Continuum of
procedures for encouraging expected behavior 6.Continuum of
procedures for discouraging rule violations 7.Procedures for
on-going data-based monitoring & evaluation EVIDENCE- BASED
INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum
structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed,
prompted, & supervised. 4.Maximum engagement through high rates
of opportunities to respond, delivery of evidence- based
instructional curriculum & practices 5.Continuum of strategies
to acknowledge displays of appropriate behavior. 6.Continuum of
strategies for responding to inappropriate behavior. INDIVIDUAL
STUDENT 1.Behavioral competence at school & district levels
2.Function-based behavior support planning 3.Team- & data-based
decision making 4.Comprehensive person-centered planning &
wraparound processes 5.Targeted social skills & self-management
instruction 6. Individualized instructional & curricular
accommodations NONCLASSROOM 1.Positive expectations & routines
taught & encouraged 2.Active supervision by all staff (Scan,
move, interact) 3.Precorrections & reminders 4.Positive
reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior
support for all families 2.Frequent, regular positive contacts,
communications, & acknowledgements 3.Formal & active
participation & involvement as equal partner 4.Access to system
of integrated school & community resources
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RtI Response to Intervention
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Primary Prevention: School-/Classroom- Wide Systems for All
Students, Staff, & Settings Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Tertiary
Prevention: Specialized Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME
FEW
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~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION Check in/out Targeted social skills
instruction Peer-based supports Social skills club TERTIARY
PREVENTION Function-based support Wraparound Person-centered
planning PRIMARY PREVENTION Teach SW expectations Proactive SW
discipline Positive reinforcement Effective instruction Parent
engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY
PREVENTION
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Remember
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Agreements Team Data-based Action Plan ImplementationEvaluation
GENERAL IMPLEMENTATION PROCESS
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Primary Prevention: School-/Classroom- Wide Systems for All
Students, Staff, & Settings Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Tertiary
Prevention: Specialized Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME
FEW
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Examples Check-in Check-out Bethel School District, OR Behavior
Education Program Fern Ridge Middle School, OR H.U.G. Tualatin
Elementary School, OR Social Skills Club Missouri Think Time
University of Nebraska
RTI Increasing intervention intensity based on responsiveness
to effective interventions Check In/Out at classroom level
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GOALS:8:309:3010:3011:3012:301:30 1. RESPECT OTHERS2 1 0 2.
MANAGE SELF2 1 0 3. SOLVE PROBLEMS RESPONSIBLY 2 1 0
Name____________________ Date ____________ Rating Scale 2 = Great 1
= Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts
Received_____ % of Pts _____ Goal Met? Y N Check In/Out Pt
Card
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School Days Percent of Intervals Engaged in Problem Behavior
Class B Results
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School Days Percent of Intervals Engaged in Problem Behavior
Class B Results + Compos ite Peers Peer
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Percent of Intervals Engaged in Problem Behavior Study 2
Results School Days
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Summary Statement of Problem Behavior Contingencies across
Students Setting Events AntecedentsBehavior(s) of Interest
Consequences MarcellusN/A(a) Easy unstructured activities (b)
Difficult math and writing tasks (a) Out of seat & making faces
(b) Talk outs, out of seat, &work not completed (a) Peer
attention (b) Escape work BlairN/AIndependent work time Out of seat
& talking to peers Peer & adult attention BenN/ATeacher-led
instruction When given direction. Non-compliance, talk outs, making
jokes Peer & adult attention OliviaThinking about the loss of
her sibling During teacher- led instruction Playing with things,
not looking at teacher, & not following directions Teacher
attention
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School Days Percent of Intervals Engaged in Problem Behavior
Peer Study 2 Results + Compo site Peer
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FRMS Behavior Education Plan (BEP) (Hawkin, Horner, &
March, 2002) Weekly BEP Meeting 9 Week Graph Sent Program Update
EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In
Daily Teacher Evaluation Referral, Assessment, &
Orientation
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Basic BEP Cycle Morning check-in Prior to each period, give BEP
to teacher End of day check-out Points tallied & reward Copy of
BEP form taken home & signed Return signed copy next
morning
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Behavior Education Plan Daily Progress Report
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Identification & Referral Multiple office referrals
Recommendations by Teacher Parent Time to action = 30 min to 7
days
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Contract Agreement to succeed Student Parent BEP coordinator
Teachers Written (pref.) or verbal contract
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Organization & Structure BEP Coordinator Chair BEP
meetings, faculty contact, evaluation BEP Specialist Check-in,
check-out, meeting, data entry, graphs Coordinator + Specialist =
10 hrs/wk
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BEP meeting 40 min/wk Coordinator, specialist, sped faculty,
related Services All staff commitment & training Simple data
collection & reporting system.
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Data Collection for Decision- Making Monitor BEP points earned
each day Office discipline referrals Regular data use by BEP
team
Name: ____________________________ Date: ________________
Please indicate whether the student has met the goal during the
time period indicated: Meets = 2 pts So, so = 1 point Doesnt meet =
0 pts HUG Daily Goal _____/_____HUG Daily Score _____/_____ Teacher
Comments: Please state briefly any specific behaviors or
achievements that demonstrate the students progress. Goals AM to
Recess AM Recess AM Recess to Lunch Lunch RecessPM Be Safe Be Kind
Be Responsible Total Points Teacher Initials Parents Signature
___________________________________ Parents Comments
_________________________________________________________
__________________________________________________________________________
H.U.G. (Hello, Update, Goodbye)
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H.U.G. Program WHAT AND WHY? The H.U.G. Program is a means to
respond positively to students who need extra support with their
behavior. On a daily basis, staff can teach them appropriate
behaviors and provide them with opportunities to practice as they
move from activity to activity. Additionally, the H.U.G. Program
provides for reinforcement and positive attention from adults. The
H.U.G. Program also provides for daily communication between a
student and his/her teacher and between the school and parents.
Additionally, data is collected to determine whether the program is
successful or whether changes need to be made. The H.U.G. Program
was designed to facilitate positive interactions between at-risk
students and significant adults, teach good behavior skills, and
provide a means for home-school communication. The H.U.G. check-in
creates a safe space for these students; they come to trust and
respect the adults who are consistently there for them. The program
does not include negative consequences or punishment, just
encouragement and positive attention. Parents are asked to provide
reinforcement at home when the H.U.G. goal is met and consistently
offer feedback and encouragement to their sons or daughters. HOW?
The H.U.G. Program consists of a plan and process that allow
students to: Check-in with a significant adult before school Carry
a tracking form Ask their teacher to rate their behavior Check-out
at the end of each day Take the form home to parents Return the
H.U.G. form the next morning
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Hello - Morning All H.U.G. students will check in at counselors
office between 8:00 & 8:30 each morning. At that time they will
receive following: Positive, sincere greeting Check to see if they
are prepared for day (lunch ticket, materials, etc.) Check to learn
how they are feeling (any morning conflicts?) Collection of
returned H.U.G. form signed by parents Verbal reinforcement for
returning signed form possibly accompanied by sticker or small
reward New H.U.G. form
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Update - During Day Student: give H.U.G. form to his or her
teacher on arrival to class Teacher will rate students behavior at
times indicated on form & offer brief, positive comment to
student about rating. Adults in other setting, such as PE, Music,
& recess, etc., will complete ratings for time period they have
students.
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Goodbye - End of Day Students will return with their H.U.G.
forms to counselors room at 2:25 each day: Students will again
receive positive, sincere greeting Counselor or H.U.G. assistant
will check to see whether student met his/her goal. If so, student
will receive small reward. If not, student will receive
encouragement to try again tomorrow along with problem-solving
discussion of what they might do differently. Students will put
their H.U.G. forms into their backpacks to take home to share with
their parents. Parents are asked to also give positive feedback to
their children. Parents then sign form & put it in students
backpack for return to school.
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H.U.G. Participant Responsibilities H.U.G. Coordinator Sign
H.U.G. Contract Agreement. Facilitate the check-in and check-out
process. Provide H.U.G. participants with positive, constructive
feedback and small tangible rewards. Instruct involved staff
members on the use of the HUG form. Collect, summarize, and report
H.U.G. data each week. Teachers Sign H.U.G. Contract Agreement.
Accept H.U.G. Report Form daily from students. Evaluate student
behaviors and complete the form. Offer constructive and positive
feedback to students. Parents of H.U.G. Participants Sign H.U.G.
Contract Agreement. Review H.U.G. Progress Report with child daily.
Provide positive and constructive feedback. Communicate with the
school when there are concerns or celebrations regarding the
students behavior. H.U.G. Student Participants Follow all H.U.G.
Program Guidelines. Sign H.U.G. Contract Agreement. GIVE IT YOUR
BEST!!!!
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H.U.G Program Contract Agreement I have read the H.U.G. Team
Members Responsibilities Form. I understand that my signature
indicates that I am willing to participate in the H.U.G. Program
and fulfill all my responsibilities. Student signature:
___________________ Date ______ Parent(s) signature(s):
_________________ Date ______ Teacher signature:
____________________ Date ______ Administrator signature:
________________ Date ______ H.U.G. Coordinator signature:
_____________Date ______ Copies will be given to all H.U.G.
participants. Thank you for your participation and support!!!
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Primary Prevention: School-/Classroom- Wide Systems for All
Students, Staff, & Settings Secondary Prevention: Specialized
Group Systems for Students with At-Risk Behavior Tertiary
Prevention: Specialized Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME
FEW
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Behavior Support Elements Problem Behavior Functional
Assessment Intervention & Support Plan Fidelity of
Implementation Impact on Behavior & Lifestyle Team-based
Behavior competence *Response class *Routine analysis *Hypothesis
statement *Alternative behaviors *Competing behavior analysis
*Contextual fit *Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions *Implementation support *Data plan
*Continuous improvement *Sustainability plan
Function-based support is all about Re-design & improvement
of learning & teaching environments Attention to environment
& function Not re-design of individuals Change in behavior of
plan implementers
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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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What is FBA? A systematic process for developing statements
about factors that contribute to occurrence & maintenance of
problem behavior, & more importantly, basis for developing
proactive & comprehensive behavior support plans.
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Necessary FBA elements 1.Clear & measurable definition of
problem behavior classes/sets 2.Complete testable hypothesis or
summary statement (antecedents-behaviors- consequences) 3.Data
(direct observation) to confirm testable hypothesis. 4.Contextually
appropriate behavior intervention plan based on testable
hypothesis
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Testable Hypothesis Basic Unit Best guess about
behavior & conditions under which it is observed Represents
basic working unit of FBA Directly guides development of BIP
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Testable Hypothesis Basic Unit Following events
that maintain behaviors of concern Preceding events that trigger or
occasion Set of related behaviors of concern Infrequent events that
affect value of maint. conseq.
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Setting eventAntecedentResponseConsequence WRITE TESTABLE
HYPOTHESIS: As Veloce is walking, other kids look at him & say
whats up? He looks back and says: Who ya lookin at?! Ya want some
of this?! Ya talkin to me?! Kids shake their heads & all him
weirdo. ??Look at him. Whats up! Who ya lookin at? Ya want Some? Ya
talkin to me? Kids shake heads & call him weirdo
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When Sequoia misses her 12:30 medication & teachers present
multiple task demands, she makes negative self-statements &
writes profane language on her assignments. Teaching staff
typically send her to the office with a discipline referral for
being disrespectful. Setting eventAntecedentResponseConsequence
Misses 12:30 medication Teachers make multiple task demands Sequoia
makes negative self- statements & writes profane language
Teacher sends Sequoia to office for being disrespectful What
function? Avoid difficult tasks
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Setting eventAntecedentResponseConsequence Caesar is teased
several times about his hair by his friends before class His
teacher stares at his hair in class Caesar asks his teacher what
shes staring at His teacher sends him to in-school detention Caesar
has dyed his hair three colors & is teased several times by his
friends before class. When he enters the class, his teacher stares
at his hair. Caesar immediately says what are you staring at? His
teacher immediately sends him to in- school detention. What
function? Escape adult & peer attention
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Setting eventAntecedentResponseConsequence Cleo is new to the
6th grade, & English is her second language. When another
student approaches & says something to her in English, Cleo
turns away. The other student walks away. This happens several
times during the day. New studentStudent approaches & speaks in
English Cleo turns away Other student walks away What function?
Escape peer attention
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Setting eventAntecedentResponseConsequence When his teacher
asks him what the capitol city of a country is, Napoleon gives the
correct answers. His teacher praises his correct answer, &
tells him he may work by himself or a friend on the rest of the
assignment. None Teacher asks what capitol city of country is
Napoleon give correct answer Teacher gives verbal praise & time
to work with a friend What function? Access peer & adult
attention
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Setting eventAntecedentResponse Consequence As Veloce is
walking, other kids look at him & say whats up? He looks back
and says: Who ya lookin at?! Ya want some of this?! Ya talkin to
me?! Kids shake their heads & all him weirdo. ??Look at him.
Whats up! Who ya lookin at? Ya want Some? Ya talkin to me? Kids
shake heads & call him weirdo What function? Access OR escape
peer attention? How do you know? Assess?
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TE is best guess. What if testable hypothesis is incomplete or
inaccurate? Review what you know Collect more information Change
hypothesis statement Test/confirm new hypothesis statement
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TE1 for Hillary: "When Hillary sits next to Bill, Hillary
whispers in his ear. Bill laughs." Test manipulation? Put Al in
Bills seat. Effect: Hillary whispers in Als ear. Develop new
TE!
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TE2: When Hillary sits next to boys, she whispers in their
ears. The boys laugh. Test manipulation? Put Monica in Bills seat.
Effect: Hillary does not whisper.
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FBA LEVELS 1.Informal Archival Review Problem Solving Meeting
2. Indirect Checklist FA Interview Routine Analysis 3. Direct
Observation A-B-C Structured, Planned Observation 4. Planned
Manipulation Experimental or Functional Analysis MORE INFORMAL
EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT
FORMAL
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Functional Assessment Checklist for Teachers FACTS STEP 1:
Student/ Grade: _____Clarence/5th grade_____Date: ____January
11___________ Interviewer: ___________Sugai________Respondent(s):
____Thomas_____ STEP 2: Student Profile: Please identify at least
three strengths or contributions the student brings to school. C.
has leadership potential. Peers listened to him, and he can be very
convincing and sincere. Hes academically competent and seems to be
moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X
Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX
Inappropriate Language_X__ Insubordination___ Vandalism___
Withdrawn_X__ Verbal Harassment____Work not done___ Other
__________ ____X _ Verbally Inappropriate___ Self-injury Describe
problem behavior:C. may have one of the shortest fuses Ive seen.
One little tease by a peer, and he quickly and predictably
escalates through a behavioral sequence that begins with passive in
subordination (non response), moves to a mild protest, shifts to
harassment and name calling, increases to property damage and even
to physical aggression. Its interesting that he seems to enjoy the
reactions he gets from peers that he aggresses toward, and from
peers who look up to him for his aggressiveness.
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Routine Analysis Schedule (Times) ActivityLikelihood of Problem
BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low
High 1 2 3 4 5 6 See escalation described above 8:15Advisory &
Planning1 2 3 4 5 6 Mostly teasing and touching property of others.
Doesnt escalate much further 9:15Language Arts1 2 3 4 5 6
Occasional name calling/teasing 10:15Recess1 2 3 4 5 6 See
escalation described above 11:30Math1 2 3 4 5 6Occasional teasing
12:00Lunch1 2 3 4 5 6 See escalation described above 12:35Earth
Science1 2 3 4 5 6Minor verbal harassment 1:15Art or Phy Ed1 2 3 4
5 6 See escalation described above 2:00Reading1 2 3 4 5 6Rarely a
problem 2:50Waiting for bus1 2 3 4 5 6 See escalation described
above
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Fundamental Rule! You should not propose to reduce a problem
behavior without also identifying alternative, desired behaviors
person should perform instead of problem behavior (ONeill et al.,
1997, p. 71).
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Desired Alternative Acceptable Alternative Typical
Consequence Summary Statement
Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Lack of peer contact in 30 minutes. Do difficult
math assignment. Noncompliance, profanity, physical aggression,
Avoid task, remove from class. Desired Alternative Typical
Consequence Points, grades, questions, more work. Do work w/o
complaints. Summary Statement Acceptable Alternative Ask for break,
ask for help. Why is function important? Because consequences
compete!! Function
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Function-based Logic
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Setting Event Manipulations Antecedent Manipulations
Consequence Manipulations Behavior Manipulations Teach options to
problem behavior: 1. Ask for break 2. Ask for help 3. Turn in
assignment as is. Teach missing math skills Arrange for peer
interaction before math class Provide positive adult contact Sit
with preferred peer Introduce review type problem before difficult
tasks Remind of alternative behaviors Do first problem together
Immediately reinforce entering class. Provide reinforcer w/in 1
min. of starting task (3 min., 5 min., 10 minutes) Give break &
help Sit with preferred peer when done
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Setting EventsTriggering Antecedents Maintaining Consequences
Problem Behavior Rides city bus Teacher corrects peers Profanity
Verbal protests Teacher attention Desired Alternative Typical
Consequence Delayed teacher attention. Ignore & problem solve
later Summary Statement Acceptable Alternative Discuss in private
Why is function important? Because consequences compete!!
Function
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Setting Event Manipulations Antecedent Manipulations
Consequence Manipulations Behavior Manipulations Teach J. how,
when, & where to express verbal protest, & how to walk away
from problem situations in transitions. On days city bus ridden,
check in with counselor to review days schedule & walk with
counselor to classroom Give >3 positive acknow- ledgements per
min. to peers during transitions. Give private & quiet
corrections to peers. Remind J. of acceptable & desired
replacement behaviors When J. engages in problem behavior
immediately disengage from him, & engage peers. When J. engages
in replacement behaviors provide adult attention (discussion)
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On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting.
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On Mondays and/or when up all of the night before. Daily
nongraded quiz on previous nights homework Verbal protests, slump
in chair, walks out of room. Avoids doing quiz & homework
discussion. Do quiz without complaints. Discussion about answers
& homework. Turn in with name & sit quietly w/o
interrupting. + Give time to review homework. + Give quiet time
before starting. + Give easy warm- up task before doing quiz. +
Precorrect behavior options & consequences. + With first sign
of problem behaviors, remove task, or request completion of task
next period. + Remove task based on step in task analysis (STO). +
Provide effective verbal praise & other reinforcers. Teach
options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3.
Turn in w/ name & first item done. 4. Turn in w/ name & 50%
of items done.
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Neutralize/ eliminate setting events Add relevant & remove
irrelevant triggers Teach alternative that is more efficient Add
effective & remove ineffective reinforcers
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Behavior Support Elements Problem Behavior Functional
Assessment Intervention & Support Plan Fidelity of
Implementation Impact on Behavior & Lifestyle Team-based
Behavior competence *Response class *Routine analysis *Hypothesis
statement *Alternative behaviors *Competing behavior analysis
*Contextual fit *Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions *Implementation support *Data plan
*Continuous improvement *Sustainability plan
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Kutash, K., Duchnowski, A. J., & Lynn, N. (2006).
School-based mental health: An empirical guide for decision makers.
Tampa, FL: University of South Florida. Louis De la Parte Florida
Mental Health Institute, Department of Child & Family Studies,
Research & Training Center for Childrens Mental Health.
http://rtckids.fmhi.usf.edu Crone, D. A., & Horner, R. H.
(2003). Building positive behavior support systems in schools:
Functional behavioral assessment. New York: Guildford Press. Crone,
D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to
problem behavior in schools: The behavior education program. New
York: Guilford Press.
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Attention Please 1 Minute If primary tier is in place, what %
of your students could benefit from sec/tert tier supports? How do
you currently screen for students needing sec/tert tier behavior
supports? Who in your school has behavioral expertise to develop
& implement sec/tert level behavior supports?
Secondary/Tertiary Tier Supports (8 min)