Swpbis in special schools

SWPBIS in Special Schools

Sustaining Communi6es of Prac6ce Schoolwide posi6ve behaviour support

Queensland Conference 2011

Presented by Anne W. Todd, University of Oregon [email protected]

Objec6ves

•  Review features of SWPBIS •  Juxtapose SWPBIS features to Special Schools popula6on

•  Apply examples of current

SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effec7ve, efficient, relevant, durable, durable, & logical for all students (Zins & Pon6, 1990)

• Achieve desired outcome? Effec6ve

• Doable by implementer? Efficient

• Contextual & cultural? Relevant

• Las7ng? Durable

• Transportable? Scalable

• Conceptually Sound? Logical

Systems Implementa6on Logic

SWPBS is Framework for enhancing adop6on & implementa6on of

Con6nuum of evidence-‐based interven6ons to achieve

Academically & behaviorally important outcomes for

All students

PRACTICES

Supporting Staff Behavior

Supporting Student Behavior

OUTCOMES

Supporting Social Competence & Academic Achievement

Supporting Decision Making

Integrated Elements

SYSTEMS Supporting

Staff Behavior & Implementation Fidelity

DATA Supporting Decision Making PRACTICES

Evidence-based, preventive

Supporting Social

Competence & Academic

Achievement

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

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING & PROBLEM SOLVING

RtI

Universal

Targeted

Intensive

All

Some

Few RTI

Con6nuum of Support for ALL

Dec 7, 2007

Universal

Targeted

Intensive RTI


Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Universal

Targeted

Intensive RTI


Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

A_end.

Peer interac

Ind. play

Label behavior…not people

~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 •  •  •  •  •  • 

Universal

Targeted

Intensive RTI


Check In Check Out

Adapted Academic Curriculum

Public Transporta6on

Rou6nes & self

management

Interpersonal rela6onships

Func6onal Academics

Define Tiers of Support that fit for 80%, 15%, & 5% of your group

Daily Living Skills

Academic Seminar

Universal

Targeted

Intensive RTI


Func6onal Academics

Public Transporta6on

Adapted Curriculum

Interpersonal rela6onships

Rou6nes & Self Management

Define Tiers of Support that fit for 80%, 15%, & 5% of your target group

Daily Living Skills

Self Management

How about ‘Tier II’ interven6ons?

•  Use CICO and Academic Seminar as Tier I interven6ons in Special Schools

•  A system for defining curriculum adapta6ons

•  Self Management – CICO ++ –  Individualized

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

Before Recess

2 1 0 2 1 0 2 1 0

Before Lunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Student Recommended for CICO

CICO is Implemented

Parent Feedback

Regular Teacher Feedback

Afternoon Check-out

Morning Check-in

CICO Coordinator Summarizes Data

For Decision Making

Bi-weekly SST Meeting to Assess Student

Progress

Exit Program

Revise Program

Check In Check Out


CICO is Implemented

Parent Feedback


Afternoon Check-out

Morning Academic Seminar & Check-in


For Decision Making


Progress

Exit Program

Revise Program

CICO Home Report Name: ____________ Date: ______

___ I met my goal today ___ I had a hard day One thing I did really well today was: ________ Something I will work on tomorrow is: ________ Comments:

Parent signature: ____________________

Safe Responsible Respectful

Period 1 2 1 0 2 1 0 2 1 0

Period 2 2 1 0 2 1 0 2 1 0

Period 3 2 1 0 2 1 0 2 1 0

Period 4 2 1 0 2 1 0 2 1 0

Period 5 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points


CICO is Implemented

Parent Feedback


Afternoon Check-out

Morning Check-in


For Decision Making


Progress

Exit Program

Revise Program

Check In Check Out

Student Recommended for HS-BEP

HS-BEP is Implemented

Parent or Preferred Adult

Feedback Regular Teacher

Feedback

Afternoon Check-out

Morning Check-in


For Decision Making


Progress

Exit Program

Revise Program

Academic Seminar Instruc6on & Prac6ce in 7 founda6onal organiza6onal skills

Planner Use Notebook Gradua6on Plan Goal SeCng Tracking Progress Study Skills Test Taking Homework Support

Academic Systems Behavioral Systems

1-‐5% 1-‐5%

5-‐10% 5-‐10%

Intensive, Individual Interven6ons • Individual Students • Assessment-‐based • High Intensity • Of longer dura6on

Intensive, Individual Interven6ons • Individual Students • Assessment-‐based • Intense, durable procedures

Targeted Group Interven6ons • Some students (at-‐risk) • High efficiency • Rapid response

Targeted Group Interven6ons • Some students (at-‐risk) • High efficiency • Rapid response

80-‐90% 80-‐90% Universal Interven6ons • All students • Preven6ve, proac6ve

Universal Interven6ons • All senngs, all students • Preven6ve, proac6ve

Mul6-‐6er Model

A_en6on, Effort,

Precision

The more severe the problem, the more systema6c we need to be

Self-‐Management

•  Cri6cal skills for succeeding in school & work environments – Social Skills – Communica6on Skills – Literacy Skills – Organiza6onal Skills –  Job Specific Skills

Self-‐Management Defined (3 criteria)

1. Two behaviors – self-‐management behavior

–  target behavior 2. Both behaviors are performed by the same person

3. Self-‐management behavior changes the target behavior

Signaling the use of self-‐management strategies

 Signals for self-‐management are cri6cal – Use natural signals as much as possible

–  Infuse ‘temporary’ signals if the natural signal isn’t open enough • Whatever you add, be prepared to fade out as the student succeeds

•  Auditory vs. visual – Tallies, checks, pluses, ra6ng scales

Recording self-‐management behavior

 What is the purpose of recording? –  To self-‐monitor

•  Instruc6onal prompts •  Visual monitoring of progress •  To increase predictability and accountability

–  To determine if behavior is more socially acceptable? –  To determine if work work/rou6ne is completed? –  To determine if work is accurate?

 Be crea6ve & efficient – Make is simple, doable, easy to use – Use the data

 Examples

Monday Tuesday Wednesday Thursday Friday

1 ✓

✚

2 ✚

✚

3 ✗ 4 ✚

✚

7 8 9 10 11

14 15 16 17 18

21 22 23 24 25

28 29 30

Classroom rou6ne for self managing and for at a glance ‘climate’ check for adults ✚ = great ✓= OK ✗= not OK

5th grade research project calendar

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

4th decide on topic

5th start outline

6th 7th 8th finish outline

9th 10th

write introduc6on

11th day off!

12th 13th write Paragraph 1

14th 15th 16th write

paragraph 2

17th

18th write paragraph 3

19th 20th 21st write conclusion

22nd edit first draR

23rd

complete first drap

24th

references

25th finish references

26th day off!

27th 28th edit final copy

29th make cover page

30th

Turn in

31st

+ + 0 + + + +

I am a self-‐manager Date:

Check 1 2 3 4 5 6 7 8

I worked quietly & kept my feet, hands, & objects to myself

9 10 11 12 13 14 15 16

+ = yes 0 = no teacher agreement? 1:30_____ 1:50 _____ 2:20 ______

1.  every 3 pluses, raise your hand for teacher check 2.  each 6me teacher agreement is a +, you earn a self-‐manager recogni6on s6cker 3.  at 2:20 put your walkman away and give your self-‐manager card to Ms. Sage

Kyle

I am a self-‐manager

1st 2nd 3rd 4th

Me T agree?

Me T agree? Me T agree?

Me T agree?

Had materials

Kept my cool

Total +’s

+ + + +

4

+ 0 0 +

1

0 + 0 +

2

0 + + +

3

Tuesday Jan. 23, 2001

1/23/01

music

8 9

Science

PE

CURRICULAR-‐BASED DECISION MAKING ASSESSMENT (CDMA) GUIDELINES FOR MONITORING IEP IMPLEMENTATION

Todd, A. University of Oregon; Morgan, R. & Price, S.,

Lane Educa6on Service District 2011

Adapted from CDMEI: Todd, Collier, Reed, Baker, & Hix-‐Small, University of Oregon, 2001

Conduc6ng the CDMA

– Use IEPs that have been in place for at least 10 school days

– Use IEP, wri_en curricula, teaching schedule, data collec6on forms

– Use scoring rubric: •  3= in place for 80% or more students/student IEPs •  2 = in place for 50% of students/students IEPs •  1 = in place for at least one student/student IEP •  0= not started

– Conduct CDMA three 6mes a year

CDMA

CDMA (con6nued)

1.  Carry tray to cafeteria and move through lunch line

2.  Indicate preference when presented with a choice of food items

3.  Place hands in correct posi6on on the tray to prevent spilling while checking out of line

4.  Chew food in reasonable number of 6mes before swallowing

5.  Will refrain from taking another bite of food while his mouth is s6ll full

6.  Will use a fork when appropriate

Ea6ng in Cafeteria in order to improve his independent ea6ng skills, S will perform the following steps with no more than one

prompt for each step on 4 out of 5 opportuni6es.

1.  Maintain quiet voice on way to work 2.  Follow supervisors direc6ons at work 3.  Allow others to assist as needed 4.  Be polite to adults/peers & keep hands to self

when working 5.  Cooperate with co-‐workers 6.  Maintain quiet voice when at work 7.  Stay on task when working 8.  Complete all job tasks accurately

Voca6onal Goal ….successfully complete job tasks in school/community by comple6ng objec6ves with

verbal/gestures 4 of 5 opportuni6es. ….will manage job task skills, using a picture/word schedule with 80% accuracy as

measured on weekly probe data

PRACTICES



OUTCOMES



Integrated Elements

•  Weekly Record •  Rou6nes Monitoring Form

•  Skills Monitoring Form

TES Tools

•  Designed to – monitor progress on acquisi6on and mastery of specific skills and rou6nes for mee6ng short term IEP objec6ves.

–  used daily &weekly –  Serve as a non-‐verbal communicate system between staff/families

–  Project learning rate over 6me –  5 new sight words/per week (20/month)

»  ~ 150 sight words/yr vs. 1 per week = about 32 sight words/year

–  2 mastery reading lessons per week (8/month), about 64 lessons/yr (begin yr at lesson 20, projected end lesson is lesson 84)

Weekly Record

IEP Goal Area Short term objective (abbreviated)

M Tu Wed Th Fr

Reading

Reading Mastery #45 #45 #46 #46

Read with Lou 12 min 15 min 10 min 15 min 10 min

Math

Sums to 10

Subtraction w/ manipulatives

Single digit

AT AT AT AT

Spelling

Written Language Handwriting

Journal

Social

Self-Management

Total daily points 80% 70%

80%

Total # of breaks taken

4 3 3

Perceived Anxiousness level

1= low; 5 = high

3

4 3

Changes

Kate

Bryson

Daily Record June 29

Went to first recess Yes No

Went to second recess Yes No

Finished lunch Yes No

Had a bowel movement Yes No

Went to 1st grade story 6me Yes No

June 29

Got off bus calmly Agitated Calm 1 2 3 4 5

Transi6ons Agitated Calm 1 2 3 4 5

Finished lunch Yes No

Had a clean shirt aper lunch Yes No

Went to 8th grade p.e. Yes No

Rou6nes •  Prac6ces

– Define –  Teach – Adapt –  Progress Monitor –  Evaluate

•  System –  Rou6nes Analysis – Using the Rou6nes Monitoring Form

•  Data –  Rou6nes Analysis –  Rou6nes Monitoring Form

•  Entering school & genng to class •  Turn in homework, put personal things away •  Transi6ons

– Within classroom – Within school

•  Taking care of personal needs •  Genng help •  Lunch •  Breaks/ recess

Some School rou6nes

School Rule Be Safe Be Respectful Be Responsible Expected Student

Behaviors Walk facing forward Keep hands, feet & objects to self Get adult help for accidents & spills Use all equipment & materials appropriately

Use kind words & actions Wait for your turn Clean up after self Follow adult directions Be silent with lights are turned off

Follow school rules Remind others to follow school rules Take proper care of all personal belongings & school equipment Be honest Follow game rules

Classroom Routines Starting the day * put personal belongings in designated areas

* turn in homework * put instructional materials in desks * sharpen pencils & gather necessary material for class * be seated & ready to start class by 8:30

Entering the classroom * enter the room quietly * use a conversational or ‘inside voice’ * keep hands, feet, objects to self * walk * move directly to desk or assigned area * sit quietly & be ready for class

Working independently * select area to work * have materials ready * work without talking * raise hand to ask for help * keep working or wait quietly for assistance when the teacher is helping someone else * move quietly around the room when necessary * put materials away when finished * begin next activity when finished

Asking for help * always try by yourself first * use the classroom signal for getting assistance * keep working if you can or wait quietly * remember the teacher has other students that may also need help

Taking care of personal needs

* follow the class signal for letting the teacher know you have a private concern * let the teacher know if you need immediate help or if you can wait a while * try to speak to the teacher privately & quietly if you do not want other students involved

Completing & returning homework

* collect your work to take home * complete work, get parent signature when needed * bring work back to school * return work to homework basket

•  Genng ready for school

•  Homework •  Meal 6me •  Helping with chores •  Genng ready for bed •  Shopping •  Car/ bus riding •  Church •  • 

Some Home rou6nes

Routine Steps for success

1. Getting ready for school Get dressed Brush teeth Eat breakfast Get pack Get in car

2. Home work Get snack Get pack Work on homework Take a break/ ask for help Finish homework Share homework with family member Put homework in pack Tidy up homework area

3. Meal time Wash hands Sit at table Ask for food to be passed Use napkin for face and hands Chew & swallow food Participate in conversation Clean up area Wash hands

4. Helping with chores Do what is asked in timely manner Finish chore Put materials away Wash hands Tell someone when finished (self-recruit praise)

5. Getting ready for bed Bed clothes on Brush teeth Tell family members goodnight Read /listen to music Close eyes & sleep

6. Car riding Seat belt on Hands to self Keep objects in lap Inform driver of personal needs

7. Shopping Enter quietly Stay with adult Ask for only one extra item Accept hearing ‘not now, or not this time’ Help carry items Exit quietly

Schedule (Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

7 am Getting ready for school

Low High 1 2 3 4 5 6

7:45 Get in car 1 2 3 4 5 6

8:00 Enter school 1 2 3 4 5 6

2:40 Get in car 1 2 3 4 5 6

3:00 Enter home & play 1 2 3 4 5 6

4:30 homework 1 2 3 4 5 6

5:30 TV time 1 2 3 4 5 6

6:30 Meal & family time 1 2 3 4 5 6

8:00 Get ready for bed 1 2 3 4 5 6

Comments:

Rou6nes Analysis

Schedule (Times)

Activity Likelihood of Problem Behavior Specific Problem Behavior

7 am Getting ready for school

Low High 1 2 3 4 5 6

7:45 Get in car 1 2 3 4 5 6

8:00 Enter school 1 2 3 4 5 6

2:40 Get in car 1 2 3 4 5 6

3:00 Enter home & play 1 2 3 4 5 6

4:30 homework 1 2 3 4 5 6

5:30 TV time 1 2 3 4 5 6

6:30 Meal & family time 1 2 3 4 5 6

8:00 Get ready for bed 1 2 3 4 5 6

Comments:

Rou6nes Analysis

•  Purpose: – guide the sequence of steps for comple6ng a rou6ne specified within an IEP/ISFP,

– guide student progress on specific rou6nes, – guide instruc6on to include generaliza6on and maintenance of all skills used within the rou6ne, and

–  review student progress at-‐a-‐glance for instruc6onal decisions.

•  How to use

Rou6nes Monitoring Form

Put coffee in filter

Sub-‐rou6ne/ task analysis

Get paper filter from drawer

Make sure to have one

Put filter in basket

Open coffee container

Use spoon to put 3 scoops of coffee in filter

Put top on coffee and scoop in dishwasher

List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)

Make a mark next to each feature when included in session.

A. D. G.

B. E. H.

C. F. I.

Instruc6onal Objec6ve

Teaching Schedule & Loca6on _______________________________________________

Before instruc6on: Prepare data sheet

Instruc6onal Objec6ve: Jack will purchase 1-‐5 items as wrijen on list, independently 4 of 5 probes. Jack will use the next dollar strategy for purchasing items.

Teaching Schedule & Loca6on _______________________________________________ List the relevant/ cri6cal features to vary across instruc6onal opportuni6es: (context, materials, people, etc)


A.  Safeway D. 1 item only G. With Ruth

B. 7-‐11 E. 2-‐3 items H. With Darcy

C. Dari-‐Mart F. 4-‐5 items I. With Franco



A. Albertson’s E. Heavy items I. Total cost up to $20.00

B. Target F. Both fragile & heavy J. Used city bus

C. Dari-‐Mart G. More than two bags K. walked

D. Fragile items H. Total cost up to $10.00

Different set of features depending on student/context



A. Safeway + D. 1 item only + G. with Ruth + B. 7-‐11 E. 2-‐3 items H. with Darcy

C. Dari-‐Mart F. 4-‐5 items I. with Franco



A. Safeway ++++ D. 1 item only ++ G. with Ruth ++++

B. 7-‐11 ++ E. 2-‐3 items + H. with Darcy ++++

C. Dari-‐Mart + F. 4-‐5 items +++ I. with Franco

Aper Instruc6on, put a mark next to each feature that was

included.

Date

Step of Rou6ne Staff ini6als

15.walk out of store

14.pick up bag

13.put money in pocket

12.take change, say thanks

11.wait, give next dollar when told

10.wait turn, place items on belt

9.go to check out

8.Repeat 2-‐4 for 5th item

7.Repeat 2-‐4 for 4th item

6.Repeat 2-‐4 for 3rd item

5.Repeat 2-‐4 for 2nd item

4.put item in basket, cross off list

3.find item

2.Read 1st item

1.Get basket (except for one item)

Comple6on 6me

Features Included

Total steps independent

Before Instruc6on, write task analysis star6ng with

first step at bo_om.

Date 9/22

Step of Rou6ne Staff ini6als R

15.walk out of store +

14.pick up bag +

13.put money in pocket √

12.take change, say thanks +

11.wait, give next dollar when told √

10.wait turn, place items on belt √

9.go to check out 0

8.Repeat 2-‐4 for 5th item √

7.Repeat 2-‐4 for 4th item √

6.Repeat 2-‐4 for 3rd item √

5.Repeat 2-‐4 for 2nd item √ 4.put item in basket, cross off list √

3.find item +

2.Read 1st item +

1.Get basket (except for one item) √

Comple6on 6me 25

Features Included A D G

Total steps independent 5

Aper Instruc6on record staff ini6als, student performance, comple6on 6me, features

included

Aper recording student performance, total the # of

steps completed independently (+) and plot that #, using step # as the

scale

•

Date 9/22 9/23 9/24 9/25 9/28 9/30 10/2

Step of Rou6ne Staff ini6als R R R D R D R

15.walk out of store + + + + + + +

14.pick up bag + + + + + + +

13.put money in pocket √ √ √ √ + + +

12.take change, say thanks + + + 0 + + +

11.wait, give next dollar when told √ √ √ 0 √ √ √

10.wait turn, place items on belt √ √ + +

+ + +

9.go to check out 0 √ 0 0 √ √ √

8.Repeat 2-‐4 for 5th item √ √ NA NA √ • NA• √ •

7.Repeat 2-‐4 for 4th item √ √ √ NA √ NA √

6.Repeat 2-‐4 for 3rd item √ √ • √ • NA • √ NA √

5.Repeat 2-‐4 for 2nd item √ • √ √ √ √ NA √

4.put item in basket, cross off list √ √ √ √ √ √ √

3.find item + + + + + + +

2.Read 1st item + + + + + + +

1.Get basket (except for one item) √ + √ + + NA + +

Comple6on 6me 25 23 20 15 26 10 22

Features Included A D G A F G A FG B E H C F G ADH B FG

Total steps independent 5 6 6 6 8 8 8

Aper each session, connect the dots to update a graph of steps completed independently

Date 9/22 9/23 9/24 9/25 9/28 9/30 10/2 # steps indep

Staff ini6als TK VC TK TK TK TK TK

loca6on SW 7-‐11 SW DM 7-‐11 7-‐11 DM

Step of Rou6ne # items 5 5 4 3 5 1 5 15.walk out of store √ + √ + + + + 15

14.pick up bag + + + + + + + 14

13.put money in pocket 0 O O O O O O 13

12.take change, say thanks √ √ √ √ √ √ √ 12

11.wait, give next dollar when told √ √ √ √ √ √ √ 11

10.wait turn, place items on belt √ √ √ 0 √ √ √ 10

9.go to check out √ √ √ 0 √ 0 √ 9

8.Repeat 2-‐4 for 5th item √ √ NA NA √ NA √ 8

7.Repeat 2-‐4 for 4th item 0 0 0 NA 0 NA 0 7

6.Repeat 2-‐4 for 3rd item √ √ 0 0 0 NA 0 6

5.Repeat 2-‐4 for 2nd item √ √ √ 0 √ NA √ 5

4.put item in basket, cross off list + + + 0 √ + 0 4

3.find item √ √ √ √ √ + 0 3

2.Read 1st item + + + + + + + 2 1.Get basket (except for one item)

+ + + + + + + 1

Comple6on 6me 25 23 20 15 26 10

Aper each session, connect the dots to update a graph of steps completed independently

Date Problem Adaptation or Instructional Change to Program 9/23 agitated/late used car instead of bus or walking ____ ________________ __________________________________________________ _____ ________________ _______________________________________________________ Other comments:

Aper instruc6on, record problems and changes as

appropriate

Skills Monitoring Form

•  Acts as a lesson plan for at least 10 days of instruc6on

•  Provides the rubric for teaching new skills through generaliza6on and maintenance

•  Basic data collec6on – Met criteria today (date it) or not (✓ ) –  If this is not enough informa6on, move to trial by trial data

•  Skills are discrimina6ons needed to complete a larger task/rou6ne – Sight words – Preposi6ons – Facts (names of people, places, things)

•  Strategies are many discrimina6ons used in a sequence (rou6ne)

Skills & strategies

Common student responses Student Response Teacher Wording

Point (gesture or touch) ‘show me _______’

Yes/no (verbal or text) ‘is this a __________?’

Label (verbal or text) ‘ what is this ______?’

Application of concept ‘ go get________?’ ‘time to _______?’

Verbal chain ‘tell me ________?’

Demonstration Show me__________’

Self-monitoring Environmental signal

IEP Goal: Jack will read community and schedule words Short Term Objective: Jack will read exit, women, recess, lunch, break, entrance, men

teacher cue student response criteria teacher setting teaching schedule levels 1-3 “find ____________” touch response 100%, 4 of 5

opportunities Anne room 8 15 minutes daily

levels 4-5 “what is this word_________?”

Verbal response 100%, 4 of 5 opportunities

Pete Library, room 12

15 minutes daily

Specific Skill to be taught Exit Women Recess Lunch Break Teaching Examples flash cards, white board flash cards, white board flash cards, schedule flash cards, schedule

Previously Mastered Examples names, bus, P.E. Names, bus, P.E., exit names, bus, P.E., exit, women

names, bus, P.E., exit women, recess

Review 2/26 3/1 3/8 3/14 3/28 4/1 4/7

Level 1: Introduce new skill (model & test)

2/22 3/7 3/22 4/5

Level 2: Delayed test of new skill 2/22 3/7 3/23 4/5

Level 3: Practice with previously mastered skills in other areas

2/27

3/8 √ 3/27

4/7

Level 4: Expansion by using new skill with alternate response

√ 3/13

3/29

Level 5: Practice previously mastered skills with a 2nd person in 2 setting

√ √ 3/3

3/15 T 4/2

3/4 3/16 4/3

Maintenance & Cumulative Review 2/25 3/9 3/22 3/28 4/5

Skill use outside of instruction comments

read names on attendance sheet!

read exit signs in hall

Student Name: Jack IEP area: Reading: Sight words Date begun: 4/5/99

• Following shaded boxes, progress through instruc6onal levels for each skill by moving from le< to right and top to bo=om. • When instruc6on occurs and skill is not mastered, check the shaded box. Adjust instruc6on when 3 checks occur in one shaded box. • When instruc6on occurs and skill is mastered, date the shaded box (9/27).

Teach clean your room or close the door?

CURRICULUM ADAPTATIONS

Types of curricular adapta6ons

•  Level of par6cipa6on •  Alternate goal •  Subs6tute curricula •  Precorrec6on •  Task size •  Level of support

•  Input method

•  Task difficulty •  Time to complete •  Output method

•  Acknowledgement •  Remove/restrict

Individual Student Interven6on System (ISIS-‐SWIS)

Screen shots for what is coming this 6me next year.

PRACTICES



OUTCOMES



Integrated Elements

Benchmarks for Advanced Tiers (BAT) Anderson, Childs, Kincaid, Horner, George, Todd, Sampson, & Spaulding

Educa6onal and Community Supports, University of Oregon & University of South Florida , May 2011

•  Team self-‐assessment of the implementa6on status of Tiers 2 (secondary, targeted) and 3 (ter6ary, intensive) behavior support systems within the school.

•  Based on factors drawn from the Individual Student Systems Evalua6on Tool (I-‐SSET)

•  designed to answer three ques6ons: 1.  Are the founda6onal (organiza6onal) elements in place

for implemen6ng secondary and ter6ary behavior support prac6ces?

2.  Is a Tier 2 support system in place? 3.  Is a Tier 3 system in place?

Building Capacity & Sustainability

•  Define the systems to support the fidelity of implementa6on

•  Use self assessment tools for fidelity of implementa6on monitoring

•  Define the cycle for decisions needing to be made, by whom, and when

•  Define Reports needed for making those decisions •  Define data sources that will provide the reports •  Secure access to data sources needed •  Meet regularly to monitor progress •  Communicate progress to others on a regular cycle

Example of a BAT Report

Example of BAT Scores across 4 Years

Benchmarks for Advanced Tiers BAT

•  56 items across ten cri6cal systems areas –  Tier I implementa6on of SW PBIS –  Tier II & III Founda6ons

•  Commitment •  Student Iden6fica6on •  Monitoring and Evalua6on

–  Tier II Targeted Interven6ons –  Support Systems – Main Tier II Strategy Implementa6on – Main Tier II Monitoring and Evalua6on

–  Tier III Intensive Support Systems –  Assessment and Plan Development – Monitoring and Evalua6on

PRACTICES

Suppor6ng Staff Behavior

Suppor6ng Decision Making

Suppor6ng Student Behavior

Posi6ve Behavior

Interven6ons & Support OUTCOMES

Social Competence & Academic Achievement

TES SWIS DIBELS General Case

Func6on based Self management Shaping Fading Task analysis Discrete trial Coaching

TES TIPS CDMA BAT

Coaching

Independent living Respec}ul behavior Voca6onal exper6se Posi6ve rela6onships

Where are you in implementa6on process?

Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-‐based)

Explora6on & Adop6on

•  Let’s make sure we’re ready to implement (capacity infrastructure)

Installa6on

•  Let’s give it a try & evaluate (demonstra6on)

Ini6al Implementa6on

•  That worked, let’s do it for real (investment)

Full Implementa6on

•  Let’s make it our way of doing business (ins6tu6onalized use)

Sustainability & Con6nuous Regenera6on

www.pbis.org

Date post:	25-May-2015
Category:	Education
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Swpbis in special schools

Education