School-wide PBISTier 2 & 3

Year 3; Training 4Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu www.swpbis.pbworks.com

Tasks to Complete• Tier 2/3 Handbook (expand CICO Handbook)

• I-PBIS Procedures• Additional Tier 2 Interventions (Breaks Are Better….)• FBA/BSP Process & Procedures

• Complete FBA/BSP for at least 1 student• Prepare for BSP Implementation Plan meeting• Develop Evaluation Plan• Next training BRING FBA, BSP, Implementation Plan,

Evaluation Plan, Data Collection form & Summary of Data (Student Outcomes & Implementation)

• Complete Staff Assessment Survey – www.pbisassessment.org

• Present CICO data to staff• Present Function-Based Intervention Module 1 & Module 4 –

Present to Staff

Team Updates Update on FBA/BSPs

How did it go? Successes? Challenges? Questions?

Module 1 & 4 training w/ all staff

Tier 2/3 – I-PBIS meeting CICO updates

Complete SAS w/ staff on-line PBIS Ax

2013-14 PBIS Training Schedule

Sept 26Sept 27

Tier 1 & Tier 2 (CICO & Data Teaming) Review & Planning Tier 3 –Function-Based Assessment

Nov 7Nov 8

Tier 3 – Function-Based Intervention PlanningTier 2/3 - CICO

Jan 9Jan 10

Tier 2/3 – Modified CICOTier 3 – BSP, Implementation & Evaluation Planning

Apr 3Apr 4

Tier 3 – Case Review & TeamingPlanning for Maintenance

Tier 1 team Tier 2/3 team

-Administrator -Tier 2 Coordinator-SPED teacher -District Behavior Specialist-SPSY -PBIS Team members

FBA/BSP Case Review

Essential Characteristics of a Replacement / Alternate Behavior

An appropriate Replacement Behavior:Serves the same function as the problem

behavior

Is easier to do and more efficient than the problem behavior

Alternate Behaviors require less physical effort & provide quicker, more reliable access to desired outcome/response than problem behavior

Is socially acceptable

Task – Competing Behavior Pathway

Complete the BSP Critical Features Checklist for the Sample Case Provided

Do the same for the case you have been working on

Antecedent Interventions

Preventing Problem BehaviorPrevention- Change the trigger that sets off the problem behavior

(A) Examine the Antecedent & Function of the Problem Behavior

(B) Change the antecedent so student will no longer need to use problem behavior (make the problem behavior Irrelevant)

The best choices for Antecedent changes:1. Directly address the identified antecedent

2. must address the function the problem behavior is serving

Antecedent Interventions Directly address the identified antecedent

Antecedent = Asked to read aloud in class Potential options that more directly address the antecedent

Do not ask student to read aloud in class Give student passage in advance to practice pre-reading Let student read 1 sentence directions they are familiar with,

instead of entire paragraphs from the text

Non-examples (do not directly address antecedent) Move student closer to the teacher Attend a counseling group about anger management Check-in with teacher before reading group

Now, why is Function important?

Teaching BehaviorTeaching 1) Identify skill(s) to teach

Dual focus when teaching behavior Alternate Behavior Desired Behavior

ALWAYS START with the Alternative Behavior-FIRST - Teach the alternate behavior you identified in Competing Behavior Pathway

-Teaching = Review & practice regularly

-THEN – teach the Desired Behavior-this may be something to focus on immediately, or

only after the student is fluent with the alternative behavior

Consequence InterventionsReinforcing Behavior

Reinforcement should focus on 2 different sets of behaviors Alternative Behavior & Desired Behavior

1. Reinforcing the Alternative Behavior When the student engages in the alternative behavior,

quickly provide the student with an outcome that matches the outcome/ function of the problem behavior

E.g. if student raises hand to request an easier, substitute assignment; in order to escape difficult tasks then quickly provide the student with the easier assignment

Consequence InterventionsReinforcing Behavior

2. Reinforcing the Desired Behavior(s), or approximations of the desired behavior

The ultimate plan is to have the student move beyond the alternative behavior to using the desired behavior

Reinforcing this progression should start from the beginning of the intervention

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior

The goals & expectations for desired behavior must be reasonable

Reasonable expectations of student behavior EXAMPLE: on a daily basis the student is out of seat & off task

the entire period & has not turned in any work the entire term

Probably NOT a Reasonable Expectation = student to be in seat the whole class period and turn in completed worksheets

More Reasonable approximations (Start Small & Build on Success):

Turns in assignments 50% completed On task and trying to complete work for 15 minutes each

period

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior The timeframe for goals & expectations for desired behavior must be

reasonable

In the Beginning try to Reinforce Every occurrence or approximation

Reasonable timeframes for Reinforcement Probably NOT Reasonable Timeframes for reinforcement

If student turns in all worksheets for week 1, he will earn 15 min. in skate park on Friday

If student is in seat and on-task for the entire period, he will earn a candy bar

More Reasonable Timeframes for reinforcement If student completes 5 problems, he can choose 3 problems to cross off the

worksheet If student is on task for 10 min., he will earn 4 min. of computer time

Consequence InterventionsReinforcing Behavior

Considerations for Reinforcing Desired Behavior The reinforcer must be valued by the student

The function of behavior is a good place to start when identifying valued reinforcers

e.g. If the function of behavior is to Gain Peer Attention, the reinforcer should give access to Peer Attention

e.g. if the function of behavior is to Avoid Difficult Task the reinforcer could be a “Free Homework Pass”

Consequence InterventionsResponding to Problem Behavior

Responding to Problem Behavior should focus on 2 things:

1. Redirect to the Alternative Behavior

2. Breaking Habits: Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior

***If the problem behavior remains Functional, or continues to pay off, the individual is not likely to quit using it (break the habit)

1. Redirecting to the Alternative Behavior

At the earliest signs of problem behavior, prompt the student to use the Alternative Behavior

When the student engages in the alternative behavior, quickly provide the student with an outcome that matches the function of the problem behavior This should also help to prevent escalation

2. Breaking the Habit of the Problem Behavior

Make sure the problem behavior no longer continues to pay-off for the student…

A B C

If using a consequence as a response to negative behavior, make sure the consequence is not providing the desired function for the student

Worst case scenario = continuing to provide a response to problem behavior the reinforces or pays-off the problem behavior

Breaking HabitsFunction = Seeking Attention

Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior

Student is making negative comments & throwing paper and small objects to get attention from adults

Limit attention – walk over to student desk, verbally praising & focusing on other students who are on-task, make a quick “stop” sign w/ shake of the head (no words)

NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min.

Active ExtinctionFunction = Escape Task

Try to eliminate or significantly limit the pay-off the student has been receiving for the problem behavior

Student is crumpling up work sheet, out of seat and loudly refusing to escape an undesired task

Limit escape – walk over to student and offer to help, stating you can do work now, or stay after school to complete work with me; you will have to do the worksheet (it’s important this is paired w/ task manipulations & teaching)

NON-EXAMPLE = walk over, pull student aside and lecture student on why behavior is not ok for 3 min. (provides escape); send student to the hall or office without work

Task – Implementation Plan

Complete the BSP Critical Features Checklist for the Sample Case Provided

Do the same for the case you have been working on

Evaluation Planning: Short- and Long-term Goals Short-term goal

Focus on reducing problem behavior and increasing student’s use of the identified Replacement behavior &

Use baseline data to develop a REASONABLE initial goal that student will be able to achieve

Short term goal will CONTINUOUSLY be revised as student moves closer to achieving the long-term goal

Long-term goal Focus on desired behavior & sustained reductions in

problem behavior Begin by reinforcing approximations of desired behavior

Example Goals for Leroy

Behavioral Goals ( Always include mastery criteria )What is the short-term behavioral goal? During Writing, Leroy will ask appropriately for an easier

task or for a “break” from difficult tasks without throwing materials or cursing at least 75% of the time as measured by a daily point card for 2 consecutive weeks.

What is the long-term behavioral goal? Leroy will complete at least 80% of his assigned work in his

math class with no more than 3 incidences of problem behavior (throwing materials, cursing) for 3 consecutive weeks.

__5/1____ Expected date

• During Writing class, Leroy is currently engaging in problem behavior (throwing materials and cursing) to escape difficult tasks in Math approximately 4 days per week. On average, he is completing only 25-30% of his work in class.

Short-term goalIncrease Alt. Behavior & Reduce Problem Behavior+ Approximation toward Desired Behavior

Long-term goalIncrease Desired Behavior & Reduce Problem Behavior

Task – Evaluation Plan

Complete the BSP Critical Features Checklist for the Sample Case Provided

Do the same for the case you have been working on

78

The Implementation Plan is used to record: : 3/21/111. The extent to

which the plan is being implemented

and…

2. Team evaluation decisions made, based on the data presented at the meeting

Add more multi-digit problems

Monitor

Completed/ Discontinue

Monitor

Team Task

Review your Case Complete the BSP Critical Features Checklist

Implementation Fidelity

Professionals in education are experiencing cuts in funding and dwindling resources via time and adequate training.

Function-based behavior plans must be feasible and implemented as intended

The best developed plans make no difference if they are not implemented with integrity.

Barriers to Implementation Lack of training Lack of time Difficulty implementing behavior plans in

their setting. Bambara, Goh, Kern, & Grace 2012

Potential Solutions Implementing a quality BSP requires an active team

process. The use of performance feedback shows promise in

promoting implementation of PBSPs (Solomon, Klein, Politylo, 2012).

Reinforcement & Feedback

Studies show that reinforcement for teachers can be a factor in implementation fidelity (Cossairt, Hall & Hopkins, 1973).

Research indicates that frequent performance feedback results in a higher level of implementation fidelity (Jones, Wickstrom & Friman, 1997).

Research Questions

How does implementation fidelity vary as a function of:a) Performance Feedbackb) Contextual Fit to Implementationc) Training of Implementation?

Do student outcomes appear to be related to implementation fidelity?

Contextual Fit

Individual Case Data & Mean(Impl. Supports, Fidelity & Outcomes)

re ma al cr sh bm sg rw j MeanContextual Fit

80 81.6 96.6 100 96.6 98.3 99.5 100 93 94Training

60 60 100 60 40 60 60 100 60 67Performance

Feedback 60 72 60 64 48 68 60 92 64 64.4Implementation Supports (% In

Place)66.6 71.2 85.5 72 61.5 75.4 63.1 97.3 72.4 74

Implementation Fidelity (% of impl) 94 83 79 99 96 100 87 100 92.5 92.3

Student Outcomes (% of points

earned)67.9 66.7 85 76 76.3 100 96.1 89.4 94.5 83.5

PBIS Handbook: Tier 2 & 3• CICO Handbook Completed or in Revision

• Document your remaining Tier 2 & 3 Systems• Data Teaming – I-PBS Team• Tier 3 Supports

• See Sample Tier 2 & 3 Handbook

Team Task• Complete your Tier 2 & 3 PBIS Handbook

• Detail your Team Meeting Procedures (I-PBIS)• Detail Procedures for your Tier 3 Procedures