The Essential Feature of Individual Supports: Systems,

Systems, Systems     

Tim Lewis, Ph.D.

University of Missouri

Barbara Mitchell

Columbia Public Schools

This morning…

• Brief overview of key features of individual PBS assessment and plan development

• Necessity of changing learning environments = need for system support

• One middle school example

Big IdeasUnderstand interaction between behavior and the

teaching environmentBehavior is functionally related to the

teaching environment• Build Positive Behavior Support Plans that teach

pro-social “replacement” behaviors • Create environments to support the use of pro-

social behaviors (practice, practice, practice)– Around individual student need / self-management– Classroom – School-wide

Basic Steps in FBA-BIP Process

1. Conduct functional behavioral assessment

2. Create plan based on functional assessment outcome

3. Develop infra-structure to support behavior change (system change)

Positive Behavior Support Plan Teach replacement behavior(s) that

result in same/similar outcomeEnvironment should not allow

problem behavior to result in previous outcomes

Ideally replacement behavior should be more efficient than problem behavior

FBA – PBS Plan Process

Success requires:1. Individual(s) with expertise in FBA-PBS2. Fluency with a clear process among all

staff whereby roles are clearly defined3. A basic understanding of Applied

Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

Essential Steps to Individual PBS Plans

1. Request for assistance 2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental

Assessment4. Functional Behavioral Assessment

• Indirect measures• Direct observation

5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan

• Social skill instruction• Self management• Environmental modifications

7. Implement, Monitor and Evaluate progress

How do schools get there?

Build parallel systemic processes • Provide school/district teams with a process

to address the presenting challenge • Develop a parallel process for

districts/states to support school implementation and continue to expand with integrity

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Research Findings on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• Best evidence documents what doesn’t work:

– Information dissemination alone

– Training by itself

Research Findings on “Scaling Up”(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)

• What works

– Long term, multi-level approaches

– Skills-based training

– Practice-based coaching

– Practioner performance-feedback

– Program evaluation

– Facilitative administrative practices

– Methods for systems intervention

Applied Work in Progress

Gentry Middle School

Background and Context

• PBS in Columbia Public Schools– 18 elementary buildings– 3 middle schools– 3 junior highs– 3 high school programs– 17,000 students

Gentry Middle School

• Three core teams per grade level– Five general education teachers– One special education /One paraprofessional

• Elective team

• Literacy support center

• Self-contained/Special education

• Administrative team

PBS at Gentry Year 1-2

• Universal Features– Administrative and faculty buy in– Building wide expectations (RRKS)– PBS team– Matrix

PBS at Gentry Year 3-4

• Universal Features– Lesson plans– Redesign office referral – Track discipline data– System for acknowledging (RRKS Ribbon)– Team process revisited

PBS at Gentry Year 5-6

• Universal Features– Revisit matrix– Lesson plans and teaching schedule– Behavioral expectations posted– RRKS Ribbon data collection– Assign sub-committee work

158

42

22

14 12

19

0

20

40

60

80

100

120

140

160

1-3 referrals 4-6 referrals 7-9 referrals 10-15 referrals 16-20 20-45

Number of Referrals

The Saga Begins

• Student Assistance Team (SAT)– Administrator– School psychologist– Counselors– Team teacher– Behavior specialist

• Goal = Individual supports

Painful Lessons…

• Year 1: Floundering, Flailing and Failing– Inadequate universal supports– Targeted interventions not systematic or data-

based– Individual plans overwhelming and ineffective

Initial Outcomes

• Multiple changes in individual plans

• Ineffective supports for teachers and students

• Loss of time

• Increased number of referrals

• Diminished credibility

The Saga Continues

• Year 2: Reinforcements Arrive– Outside expertise– Administrative supports

• Money

• Meetings

• Melee

Building Systems

• How to get there– Clarify process for accessing support– Reorganize process for disseminating effective

practice– Provide training, tools and support

Process for Accessing Support

AIS - SAT Flowchart

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT Team

AdministratorCounselorBehavior Specialist

Process for Disseminating Practice

Provide Skills-Based Training

• Training Model– SAT members with behavior specialist

• Behavior basics and management

• SAT process

• Function-linked strategies

– SAT members with STAT team representative– SAT and STAT with core team teachers

Provide Tools

• Tools for Teachers– SAT flowchart– Pyramid to Success– RRKS TOC– AIS guide (Alternative Intervention Strategies)

Classroom Teacher IssuesOut of seat, Talking to classmates, Talking out, Off-task, Violation of class rules, Inappropriate language,

Lack of materials, Gum, Disrespect, Cheating, Tardies, Minor destruction of propertyMethod for handling student behaviors

Proactive: Positive call to parents, Use praise, Use Rewards, Daily/Weekly Goal sheets, Proximity to instructor, Provide choices, One-to-One assistance, Pre-correct for transitions/trouble situations, Regular

breaks for exercise, Give a job, RRKS Review, Reward lunch with teacher, etc.Corrective: One and only one REDIRECT, RRKS Review, Safe-seat, Buddy Room, Think Sheet, Parent Phone call, Lunch Detention, Recovery Study Hall, Removal of privilege in classroom, etc.

Team IssuesRepeated minor & major disruptions in multiple classrooms, Throwing things, Hallway/Lockers problems,

Attendance, Repeated disrespect to peers or adults, Cheating, Inappropriate to substitute, Insubordination, Chronic Disruptions

Method for handling student behaviorsProactive: Parent contact (mandatory), RRKS review, Team conference, Team conference with student, Team conference with Parents, Team conference with Administrator/Counselor, Triage in the AM with the

student, Triage at lunch with the student, Team Focus, etc.Corrective: Removal of privilege on team, Recovery Study Hall, Buddy Room, etc.

Office IssuesBus referrals, Truancy, Chronic offender, Threatening student or adult,

Fighting, Refusal to go to or Disruptive in Buddy Room, Sexual harassment, Weapons, Drug/cigarettes/ tobacco/alcohol, Assault – physical or verbal

Teacher Method for handling student behaviorsReferral Form – send student to office with completed form

Process with student before re-entry

Office Method for handling student behaviorsProactive: RRKS Review, Parent Contact

Corrective: Loss of Privilege, Saturday detention, Opportunity Center, Suspension, etc.

Pyramid to Success for All

RRKS TOC (front side)

RRKS – Time Out of Class Code: _____

Student: _________________________ Date:______________________

Incident Time: ____________________# of min. out of rm.: __________

Teacher: _______________________Subject: ____________________

What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________

Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe

What will you do differently next time?______________________________________

RRKS TOC (back side)

Processing Checklist:Processing data & time:

• Review with the student reason he/she was sent out.

• Teach & practice replacement behavior.

• Provide positive reinforcement for replacement behavior.

• Check the setting in which the behavior occurred.

Whole group instruction

Small group instruction

Individual work

Working with peers

Alone

1-on-1 instruction

Interacting with peers

Other: Please identify belowMinor List: Circle the appropriate code

(MDD) Defiance/Disrespect/Non-compliance

(MDS) Disruption

(MI) Inappropriate Verbal Language

( MO) Other (MPC) Phys. Contact

(MP) Property Misuse

Provide Ongoing Support

• Weekly, skills-based, with feedback

• Periodic, intensive, with follow-up

• Example: 2007-08 Sessions• Classroom/team universals

• AIS process

• Follow-up AIS

• Peer observations

• Feedback and systems maintenance

A Happy Ending…

• Outcomes to Date– Increased implementation of universals– Paradigm shift– Building infra-structure to sustain individual

supports

How do schools get there?

Build parallel systemic processes • Provide school/district teams with a process to

address the presenting challenge • Develop a parallel process for districts/states to

support school implementation and continue to expand with integrity

Pulling It All Together

• Success in building sustained systems– Long-term, multi-level approach– Skills-based training– Practice-based coaching– Practitioner performance-feedback– Program evaluation– Facilitative administrative practices– Methods for systems intervention

Big IdeasUnderstand interaction between behavior and the

teaching environmentBehavior is functionally related to the teaching environment

• Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors

• Create environments to support the use of pro-social behaviors– Around individual student need / self-management– Classroom – School-wide