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Targeted & Individual Systems of Support

Lori Newcomer, Ph.D.

Tim Lewis, Ph.D.

University of Missouri – Columbia

OSEP Center for Positive Behavior Interventions and Supports

<pbis.org>

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Essential Features

Emphasis is on continuum and interrelated components of data, practices and systems

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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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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Why establish a team?

• Building-based system– ensure supports are provided to students for

whom school-wide practices have not facilitated success.

• Structured problem solving process – ensure effective intervention practices are

implemented for each student or issue brought to the team.

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Data-Based Indicator

02468

1012141618202224262830

Nu

mber

of

Offi

ce R

efe

rrals

Student

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0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

Referrals per Student

Individual Student Planning

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Why Do Interventions Fail?

• Bad data for decision making

• Unmeasurable outcome objectives

• Low quality plan

• Poor implementation of plan

• Lack of regular & sustained monitoring

• Inadequate support for implementers

• Failure to implement/adopt function-based approach

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D e v e lo p B e h a v io rS u p p o rt P la n

P la c e in T a rg e te dG ro u p I n te rv e n tio n

S a tis fa c to ryim p ro v e m e nt in

b e ha v io r?

M o nito r p ro gre s s a ndm o d ify re gu la rly

S ta rt

C o nd u c t F u nc tio na lA s s e s s m e nt

H igh d e gre e o fc o nfid e nc e inhy p o the s is ?

C o nd u c t fu llF u nc tio na l A na ly s is

D e v e lo p b e ha v io rs u p p o rt p la n

Y E S

Y E S

N O

Y E S

N O

O R

F unc tion-B a se dT a rge te d G roup

a ndInd iv id ua l S tud e nt S upport

P la nning

L. Newcomer

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Targeted Interventions: Building Blocks

• Teach/build pro-social replacement behaviors

• Build maintenance and generalization strategies to promote use

• Attend to possible function of the problem behavior

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Important Themes

• Part of a continuum – must link to school-wide PBS system

• Efficient and effective way to identify students

• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

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Important Themes

Common misperception is that these strategies will “fix” the student and the classroom teacher does not need to be an active participant since “specialists” or outside staff are often involved in the intervention

– Important to stress that these interventions will require high level of involvement among ALL staff within the school building

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Small Group / Targeted Interventions

Social Skill Training Self-Management Mentors/Check-in Peer tutoring / Peer Network Academic support Individual plans (FBA)

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Social Skills

• Identify critical skills (deficit or performance problem)

• Develop social skill lessons– “Tell, show, practice”

– Match language to school-wide expectations

• Generalization strategies

Must provide clear & specific activities all staff follow to promote generalization & make sure staff using strategies

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Self-Management

• Teach self-monitoring & targeted social skills simultaneously

• Practice self-monitoring until students accurately self-monitor at 80% or better

• Periodic checks on accuracy

It is not simply giving students a self-evaluation check-list -- must teach and practice to fluency and reinforce both accurate self-evaluation and appropriate behavior

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Mentoring

• Focus on “connections” at school– Not monitoring work– Not to “nag” regarding behavior

• Staff volunteer– Not in classroom– No administrators

• Match student to volunteer– 10 minutes minimum per week

Emphasize the importance of being ready to meet with student on a regular, predictable, and consistent basis. Goal is not to become a “friend,” but a positive adult role model who expresses sincere and genuine care for the student

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Check-in

• Focus is on academic & social compliance– AM / PM

• Teach strategies/objectives to accomplish• All staff must prompt/reinforce student use

Emphasize the goal is to fade out the check-in so the focus should be on reinforcing students for accurately self-monitoring and work to completion across the school day

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Peer Tutoring

• Tutors must be taught how to teach • Tutors must be taught what to do if tutee

does not comply• Tutors must be given the option to drop

out at any time without penalty

Initially, peer tutoring should be undertaken only with close and on-going teacher supervision to ensure success

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Academic Support

• Homework– If data indicate it doesn’t come back, give up the

battle and build support within the school day• Remediation

– Direct instruction in addition to the current curriculum• Accommodation

– Within instruction

Emphasize the need to identify and intervene early before students fall behind – Ideal is routine screening using Curriculum Based Measures (CBM) to identify students early

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Individual Support Plans

• When small group not sufficient

• When problem is intense and chronic

• Driven by Functional Behavioral Assessment

• Linked to school-wide system

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Shaping the Team

Standing Committee– Regularly scheduled meetings– Structured agenda– Determine action taken on referrals– Monitor, evaluate and modify Targeted Group

and Individual Behavioral Support Plans

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O pe rat io nalD e f inini t io n

Invite R e le vantS take ho lde r s

Ini t ialR e fe r ral

Arc hivalD ata

C he c klis tsR ating Sac le s

IE P

As s ign C as eM anage r

L .N ew c o m er , 0 3 v 1 .1 .

S T U D E N T S U P P O R T T E A M P R O C E S S

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O pe rat io nalD e f inini t io n

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D e ve lo pAs s e s s m e nt P lan

As s ign FB A tas ks

Ini t ialR e fe r ral

F ir s t M e e ting

Arc hivalD ata

C he c klis tsR ating Sac le s

IE P

As s ign C as eM anage r

B r ie f o r Ful lFB A

D e ve lo pTim e line

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S T U D E N T S U P P O R T T E A M P R O C E S S

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O pe rat io nalD e f inini t io n

Invite R e le vantS take ho lde r s

D e ve lo pAs s e s s m e nt P lan

As s ign FB A tas ks

Tr iangulateFA D ata

W r ite B e havio rSuppo r t P lan

Ini t ialR e fe r ral

F ir s t M e e ting Se c o nd M e e ting

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P lan fo rim ple m e ntat io n

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S T U D E N T S U P P O R T T E A M P R O C E S S

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O pe rat io nalD e f inini t io n

Invite R e le vantS take ho lde r s

D e ve lo pAs s e s s m e nt P lan

As s ign FB A tas ks

Tr iangulateFA D ata

W r ite B e havio rSuppo r t P lan

M o nito r D ata

Am e nd asN e c e s s ary

Ini t ialR e fe r ral

F ir s t M e e ting Se c o nd M e e ting Third M e e ting

Arc hivalD ata

C he c klis tsR ating Sac le s

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As s ign C as eM anage r

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P lan fo rim ple m e ntat io n

M o nito rIm ple m e ntat io n

L .N ew c o m er , 0 3 v 1 .1 .

S T U D E N T S U P P O R T T E A M P R O C E S S

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O pe rat io nalD e f inini t io n

Invite R e le vantS take ho lde r s

D e ve lo pAs s e s s m e nt P lan

As s ign FB A tas ks

Tr iangulateFA D ata

W r ite B e havio rSuppo r t P lan

M o nito r D ata

Am e nd asN e c e s s ary

M o nito rP ro gre s s

P rovide S uppor tto S ta ff

Ini t ialR e fe r ral

F ir s t M e e ting Se c o nd M e e ting Third M e e ting Sus taining

Arc hivalD ata

C he c klis tsR ating Sac le s

IE P

As s ign C as eM anage r

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D e ve lo pTim e line

P lan fo rim ple m e ntat io n

M o nito rIm ple m e ntat io n

L .N ew c o m er , 0 3 v 1 .1 .

S T U D E N T S U P P O R T T E A M P R O C E S S

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Plan for Integrity of Implementation

• Teaching

• Coaching and feedback

• Scripts for adults to follow

• Data Collection

• Follow-up support meetings

• Follow up data evaluation

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H a ve goa ls be e n m e t?

D eterm in e:Im p lem en ted w ith in tegri ty?C o n tex tu a l l im ita t io n s?F u rth er as ses sm en t n ecessary?

Is P lanE ffic ien t?

R ed efin e p lan tosave t im e an dreso u rces

R eview in2 to 3 w eek s

R eview in2 to 3 w eek s

M o d ifyP lan

C o n tin u e P lan

R eview in2 - 4 m o n th s

N O Y E S

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Final Thoughts

• Systems, systems, systems

• Proactive, data driven

• Fluency on underlying process

• Intensity of intervention must match the intensity of the behavior

• Integrity of implementation critical

• Systems to support teachers results in better supports for students

C enterforP B S

Targeted & Individual Systems of Support

Lori Newcomer, Ph.D.

Tim Lewis, Ph.D.

University of Missouri – Columbia

OSEP Center for Positive Behavior Interventions and Supports

<pbis.org>