The At-Risk Student:

Good teaching

Special Education Services:

Looking deeper: accommodations and supports

Tier 2: Behavior/Academic Interventions

Strategies or techniques designed to teach a new skill build fluency in a skill to encourage application of a skill a

student has to a new situation

Who needs Tier 2?

Student “at risk” for academic or behavior concerns Universal supports/good teaching is not

enough Monitoring needed Catch ‘em before a crisis

Tier 2 Key concepts:

Preventative Targeted (but not individualized) Improved structure, predictability and

routine Generalizable to new situations Positive Supports classroom teacher

Tier 2 builds on your effective classroom practices:

Clearly defined expectations and rules Clearly defined procedures and routines Continuum of strategies

Acknowledge appropriate responses Respond to inappropriate responses

Active supervision Multiple opportunities to respond

Choices Opportunities for success

Tier 2 Examples:

Check in/Check out Small group social skill

building Group counseling Mentoring programs

Check-in Check-out (CICO)

Remember “Anderson Elementary”? Be safe Be responsible Be respectful

Major Features of Targeted Interventions Intervention is continuously available Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Home/school linkage Flexible intervention based on assessment Student chooses to participate

Check-in Check-out Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

CICO Record

Name: ____________________________ Date: ______________ 0 = Need work, 1 = “OK” 2 = Nice Job

Safe Responsible Respectful

Check In 0 1 2 0 1 2 0 1 2

BeforeRecess

0 1 2 0 1 2 0 1 2

BeforeLunch

0 1 2 0 1 2 0 1 2

After Recess 0 1 2 0 1 2 0 1 2

Check Out 0 1 2 0 1 2 0 1 2

Today’s goal Today’s total points

Comments:

HAWK ReportDate ________ Student

_______________Teacher___________________

0 = Not Yet1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and objects

to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2

0 1 2

0 1 2

0 1 2

Recess 0 1 2

0 1 2

0 1 2

Class 0 1 2

0 1 2

0 1 2

0 1 2

Lunch 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Recess 0 1 2 0 1 2

0 1 2

Class 0 1 2 0 1 2

0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Daily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be responsible

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Keep Hand & Feet to Self

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Follow Directions

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

Be There – Be Ready

0 1 2

0 1 2

0 1 2

0 1 2

0 1 2

TOTAL POINTS

Why does CICO work? Improved structure

Prompts throughout the day for correct behavior. Links student with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. First contact each period is positive, and sets up

successful behavioral momentum.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or

rewarded.

Why does CICO Work?

Program can be applied in all supervised school locations

Elevated reward for appropriate behavior Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking school and home support Provide format for positive student/parent contact

Program is organized to morph into a self-management system

Increased options for making choices Increased ability to self-monitor performance/progress

Logistics for Setting up a CICO program

Faculty and staff commitment Is problem behavior a major concern? Are staff willing to commit 5 min per day? Is CICO a reasonable option for us?

More than 5 students need extra support CICO is designed to work with 10-12% of kids in a

school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized

supports.

Logistics for Setting up a CICO program School-wide PBS in place

School-wide expectations defined and taught Reward system operating Clear and consistent consequences for

problem behavior Process for identifying a student

who may be appropriate for CICO Student is not responding to SWPBS

expectations Student finds adult attention rewarding Student is NOT in crisis.

Logistics for Setting up a CICO program

Daily CICO progress report card Same expectations for all Common schedule All staff taught rules for accepting,

completing and returning the card.

Home report process Can be same as progress card Can be a unique reporting form

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/Guardian Signature: ________________________________________________________Comments:

Logistics for Setting up a CICO program Trading menu

Reward for collecting and turning in daily progress card

Reward for meeting daily goal Exchange system for points earned

Collecting, summarizing and using data

Daily updates Weekly review by team Refer for tier 3 if necessary

28

At the top of the triangle…

“Level 3” Intensive supports (5%)

Individualized, targeted supports

Functional Behavior Assessment

Behavior Support Plan

You can see a lot by looking ~yogi berra

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Video 1: What do you see?

From Functional Behavior Assessment (FBA)

toPositive Behavior Support Plan

Featuring…a little guy named“Brendan”

Steps of an FBA to lead to PBSP: Describe and verify the seriousness of

the problem Refine the definition of the problem

behavior Collect information on the possible

functions of the problem behavior Analyze the information Generate an hypothesis about the

function of the problem behavior Test the hypothesis Develop a plan

The Flow of Functional Behavior Assessment

Identify Problem

Behaviors

Hypothesize Needs

Develop Behavior Plan

ImplementBehavior Plan

EvaluateBehavior Plan

GatherData

Organize Data

Review and Revise

A Solution Finding Process

Who’s involved?

Informal FBA: Teachers and staff

Indirect/Simple FBA: Teachers/staff and School Specialist

Complex FBA: Teachers/staff, School Specialist and

Behavior Specialist

Always with Parental Consent!

27

When do we need to conduct an FBA?

IEP team decision Manifestation of a student’s disability When student is referred to law

enforcement When a student is removed from

his/her current placement Weapons violation Drug possession/use Bodily injury Suspension without manifestation of

disability28

Describe and verify the seriousness of the problem

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Getting started: Brendan’s Functional Assessment

interview

Refine the definition of the problem behavior

Brendan is aggressive Clarify!

Brendan misbehaves in public Clarify!

So Grandma can see it!

Collect information on the possible functions of the problem behavior Brendan’s observation cards

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

“What is he doing THAT for?”

Change our focus from what to why “WHY does the child need to do

this?” Escape/avoid Attention/access Combination! Communication

All behavior serves a purpose!

And after we know “WHY”…

We look at replacing the inappropriate behavior with a more suitable behavior that serves the same function (or results in the same outcome) as the problem behavior

Analyze the information Generate an hypothesis about

the function of the problem behavior Brendan’s hypothesis statements

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Why should Brendan change his behavior?

students will change the inappropriate behavior only when it is clear to them that a different response will more effectively and efficiently accomplish the same thing!

Test the hypothesis Develop a plan

Steps to Developing and Implementing a Behavior Support Plan

Brendan’s behavior support plan Review and revise as needed

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Informal…Case Study: "Blue Ink Line"

The Incident Background

Information

41

Remember: “An ounce of prevention is…”

What would be your “Ten Commandments” of managing a crisis?

Your Task

Read the Incident No FBA yet: act fast! Think about your immediate

intervention; How would you ensure physical safety? How would you attend to the emotional well-

being of those most centrally involved? How would you return the setting to order

and peace?

43

Ensuring Physical Safety:

Preventing a crisis: An ounce of prevention… Teacher tension can often make it worse Always remain calm Lower your voice Slow your rate of speech Arrange your environment to eliminate

risk

Give the student space Be aware of your body stance Dress in a manner that minimizes injury

risk Remind students of consequences of

misbehavior Allow verbal venting Ignore irrelevant comments. Redirect

student to the problem at hand

Provide choices Set limits Use physical restraint as a last resort Once the situation is calm, use the

incident to teach alternative appropriate ways to deal with aggression.

Long-Term Intervention

Make a decision as to whether to act further

Do you need to promote a lasting, positive behavior change?

Try this: role play the FBA interview

47

Steps to Long-Term Intervention: an Informal FBA

Assess the problem: What’s the behavior you want to

target? What are the antecedents?

Consequences? Settings? When/where is the behavior most

likely to occur? When/where is it least likely?

What information can you gather from the family?

48

Formulate objectives of intervention What is your team’s hypothesis? When this happens (antecedent)____,

Celia does this (behavior)___, in order to (get or avoid/function) this___, and we should do this ______.

Plan an effective intervention Implement the intervention Evaluate the results, revise plan if

needed.

49

Why use visual strategies? To help prevent problem behavior before

it starts To support and increase communication To remind They’re always there Help kids know exactly what you expect Teach routine Work well with spoken/sign language Just another cue!

What is a Social Story?

A short story – defined by specific characteristics Describes a situation, concept, or social

skill Uses a format that is meaningful for

people with ASD or other developmental disabilities.

What is a Social Story?

Goals: renewed sensitivity of others to the

experience of the person with ASD (or other disabilities),

Helps to develop “social cognition”

Who Writes Social Stories?

Social Stories are written by people who work and/or live with people with ASD or other disabilities.

Some prewritten stories exist

Why Write a Social Story?

Social Stories may be used to address an infinite number of topics! Often in response to a troubling

situation, to provide a person with ASD with social

information he may be lacking.

Another Reason for Social Stories

To acknowledge achievement! A child’s first Social Story should

describe a skill or situation that is typically successful and problem-free.

More Uses for Social Stories Teach routines and their variations Teach academic skills Individualize a child’s social needs Reduce behaviors

Writing a Social Story

Step 1: Identify the situation Setting Student’s current

response Define desired

response Identify student’s

abilities

Example

1. I go to Spruance School. I like to play at recess.

2. When I walk in from recess, I may want to run away from the school.

3. I will try to walk to school nicely. I will listen to my teacher when she says, “Stop!”

4. (Student learns thru visuals & words)

Writing a Social Story

Components of the story: Descriptive Directive Perspective Control

Descriptions

A directive sentence states what the desired behavior is.

Descriptive sentences describe what people do in particular social situations

The perspective sentence presents other’s reactions to a situation so person can learn about other’s perspectives

The control sentence identifies strategies the person can use to facilitate memory and understanding of the story

Writing a Social Story

Ratio: the proportion of sentences 0-1 directive or

control 2-5 descriptive

and/or perspective sentences

Writing a Social Story

Sentence examples Descriptive: The bell rings for

the children to come in from recess. The children go to their classroom where the teacher reads a story.

Directive: I am playing during recess. The bell rings for me to come in. I stop playing and line up to come in. I follow the other children and quietly go to the classroom. When we get to the classroom, I go to my desk and sit down. I listen as my teacher reads a story.

Perspective: When the bell rings for recess to end, the teacher is happy to see all the children line up quietly and walk to their classroom. Many children are excited that they get to hear a story. The teacher likes to see the children listen. She likes it when they are quiet during the story.

Control: I remember that the bell means it’s time for recess to end by thinking of a teapot. I know that when it whistles, the water is done. The bell is like the whistle: when it rings, recess is done.

Using Your Social Story

Introduce your story Implement a review schedule Monitor the students’ response and

revise the review schedule

Remember:

Remember the child’s abilities when writing

Write from the child’s perspective Use cues: color! Pictures! Just a few sentences per page “I will try”…”Sometimes”…”Usually” Be positive and flexible

Think of a child…

Brendan! A student in your class A child you know

Try Your Hand! (Topic ideas)

Washing hands Dressing for the

weather Feeling angry When do I say

thank you and excuse me

Recess

Going to school (getting ready, walking to the bus, riding the bus)

Teachers (listening to the teacher, substitute teachers, waiting to speak, asking questions)

Ways to stay calm in class

Fire alarm/drill

Making visuals

Boardmaker PECS

Picture This Google images Freehand drawing Photos Your ideas?

Carol Gray’s Social Stories

www.thegraycenter.org

Selecting your visuals based on need

Object Stage: use of actual objects and items

Photo Stage: use of real photographs pictures with adhesive

on the back side of the picture Picture Symbolic Stage:

use of colored line drawings (hand-drawn or commercially produced)

Line Drawing Stage: use of black and white line drawings (hand-

drawn or commercially produced) Text Stage:

use of written words and/or numbers

Try this!

Create a social story for Brendan