intensive positive behavior support -- a systems approach to tier ii and iii interventions brie...
TRANSCRIPT
Intensive Positive Behavior Support -- A Systems Approach to Tier II and III
Interventions
Intensive Positive Behavior Support -- A Systems Approach to Tier II and III
Interventions
Brie Stiller, Ph.D.Brie Stiller, Ph.D.
AgendaAgenda -- Welcome; Introductions -- Big Ideas -- Screening -- Break -- Teaming -- Break -- Practices -- Adjourn
-- Welcome; Introductions -- Big Ideas -- Screening -- Break -- Teaming -- Break -- Practices -- Adjourn
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
Secondary Prevention:Specialized Group
Systems for Students with At-Risk BehaviorPrimary Prevention:
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
Tier 1•SWPBS Tier I•Second Steps
Group Interventions•CICO•Skills groups•Contracts
Group Interventions w/function-based modifications
Function-based Support
Comprehensive Supports
Tier II
Tier III
C Anderson U Oregon March 2010
Jeremiah Jeremiah
Algebra
Spelling/Comprehension
Conflict resolution
Athletic ability
Peer relations
Conceptual problem solving
C Anderson U Oregon March 2010
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of IPBS
Not limited to anyparticular group of
students…it’sfor all students
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…its based onlong history of
behavioral practices &effective instructionaldesign & strategies
Intensive Positive Behavior Support: The Big Ideas
Intensive Positive Behavior Support: The Big Ideas
Do the easy stuff first (efficiency is a major goal) Processes are as important as practices Use of Evidence Based Practices based on
Behavioral Science Teaming is critical Administrative support is critical Data Based Decision Making
Do the easy stuff first (efficiency is a major goal) Processes are as important as practices Use of Evidence Based Practices based on
Behavioral Science Teaming is critical Administrative support is critical Data Based Decision Making
Critical Features of IPBSCritical Features of IPBS
Systematic Screening (Proactive) Effective Teaming Tiered Interventions Practices are based on principles from
Behavioral Sciences (Function Based Behavior Support)
Use of Progress Monitor Data
Systematic Screening (Proactive) Effective Teaming Tiered Interventions Practices are based on principles from
Behavioral Sciences (Function Based Behavior Support)
Use of Progress Monitor Data
SST v. IPBSSST v. IPBS
Test/Label/Place v. Evaluate/Problem Solve Intervene Focus on Special Education v. services for all students (including
SPED students) Primary focus on behavior problems, but often academic
intervention is the appropriate course of action Teacher Input: Occurs at Student Centered Team meetings; not at
the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
Test/Label/Place v. Evaluate/Problem Solve Intervene Focus on Special Education v. services for all students (including
SPED students) Primary focus on behavior problems, but often academic
intervention is the appropriate course of action Teacher Input: Occurs at Student Centered Team meetings; not at
the IPBS meeting. IPBS meetings serve a coordinating and monitoring function
ScreeningScreening
Request for Assistance SWIS (ODR) Data Academic Data (IIPM; OAKS)
Request for Assistance SWIS (ODR) Data Academic Data (IIPM; OAKS)
ActivityActivity
As a team, examine your school’s current Request for Assistance Form.
Compare to the versions in your packet. Determine if modifications to existing
form are appropriate
As a team, examine your school’s current Request for Assistance Form.
Compare to the versions in your packet. Determine if modifications to existing
form are appropriate
Old Model: SST/TATOld Model: SST/TAT
Jeremy is just not making
progress. He is really defiant
and refuses to
follow direction.
He often seems really angry when he gets to school; do you think that plays into it?
Yes, I do. He has
mentioned that his
stepdad is really
mean and that his
parents fight a lot. I
bet that is really
bothering him. I bet it
is to
o. Also
,
doesn’t’
his older
sister h
ave ADHD?
Maybe he does too.
I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week….
I am in my happy place…
He is a handful. I
was thinking he
should be in my
mentoring group.
He would really
benefit from so
me
of that su
pport
Maybe, but you
know, I think that
he already gets too
much support; he
makes excuses for
his behavior. I was
thinking about in-
school detention.
ISS? Wow, I hadn’t
thought about that.
What if we started
an ADHD
evaluation? That
would help
wouldn’t it?
IPBS No-No’sIPBS No-No’s
Admiring the problem Blaming the student Extended discussions of intervention
possibilities we cannot deliver
Admiring the problem Blaming the student Extended discussions of intervention
possibilities we cannot deliver
Teams in Your SchoolTeams in Your School
IPBS team Roles
Tracking Monitoring
Process for team meetings
Student-centered team Behavior specialist (at least two people) Responsibilities of team Process for team meeting
IPBS team Roles
Tracking Monitoring
Process for team meetings
Student-centered team Behavior specialist (at least two people) Responsibilities of team Process for team meeting
Who Does What?Who Does What?
IPBS Team Meets every 2 weeks Coordinates and
monitors school wide behavioral interventions
Analyzes data Recommends changes
in interventions
IPBS Team Meets every 2 weeks Coordinates and
monitors school wide behavioral interventions
Analyzes data Recommends changes
in interventions
Student centered team Meets at least twice --
more if needed Creates a behavior
support plan Determines what the
intervention looks like Makes final decisions
about when to implement or modify an intervention
Student centered team Meets at least twice --
more if needed Creates a behavior
support plan Determines what the
intervention looks like Makes final decisions
about when to implement or modify an intervention
IPBS Team RolesIPBS Team Roles
Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor
group processes) Screening Coordinator (someone who collects screening
data and brings it to the meeting Coordinators of Tier II Interventions -- CICO; Academic
Seminar/Strategies; (bring progress monitor data to meetings)
Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)
Note Taker
Team Leader (organizes agenda; facilitates meeting) Process Monitor (someone whose role is to monitor
group processes) Screening Coordinator (someone who collects screening
data and brings it to the meeting Coordinators of Tier II Interventions -- CICO; Academic
Seminar/Strategies; (bring progress monitor data to meetings)
Coordinator of Tier III Interventions (Behavior Support Plans based on Functional Behavioral Assessment)
Note Taker
IPBS Meeting Template Coordinator: _________ Recorder:___________ Date: ____/____/_____ Present:
I. Review agenda, determine whether changes are needed (2 minutes) II . Review task list from previous meeting, document status of tasks (10 minutes)
Who What When Status Not In Done Not
started progress Needed Not In Done Not
started progress Needed Not In Done Not
started progress Needed Not In Done Not
started progress Needed
III . Targeted intervention summary (15 minutes) a. Students on targeted interventions
i. ____ on CICO ii . _______ on (each other intervention)
b. For each intervention i. _____ students are meeting their daily or weekly goals ii . Students not meeting goals, determine problem and next steps
1. Possible problems: fidelity, intervention/function mismatch, intervention needs to be modified
2. Possible decisions: Meet with teacher, change intervention, conduct efficient FBA
Student Problem Decision Who is in charge and what is the target date?
IV. Intensive intervention summary (15 minutes) a. ____________ students on intensive interventions b. ____________ students meeting goals c. Students not meeting goals, determine problem and next steps
i. Possible problems: fidelity, intervention/function mismatch, intervention needs to be modified
ii . Possible decisions: Meet with teacher, change intervention, conduct formal FBA
Student Problem Decision Who is in charge and what is the target date?
V. New referrals to IPBS-10 minutes a. Possible sources: SWIS data, request for assistance, behavior goals added to IEP
Student Referral source
Decision Who is in charge and what is the target date?
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
Continue Begin targeted Efficient Academic Formal Monitoring intervention FBA assessment FBA
ActivityActivity
Determine who will fill which roles on the IPBS team at your school. Document your role assignments
Determine meeting dates and times. Email that information to Brie
Determine who will fill which roles on the IPBS team at your school. Document your role assignments
Determine meeting dates and times. Email that information to Brie
Student Team for Tier III InterventionStudent Team for Tier III Intervention
Three types of knowledge represented: Knowledge about the student
His/her behavior, interests, strengths, challenges, future
Knowledge about the school program Instructional goals, curriculum, social contingencies,
schedule, physical setting.
Knowledge about behavior change strategies Principles of behavior Intervention strategies
Three types of knowledge represented: Knowledge about the student
His/her behavior, interests, strengths, challenges, future
Knowledge about the school program Instructional goals, curriculum, social contingencies,
schedule, physical setting.
Knowledge about behavior change strategies Principles of behavior Intervention strategies Leah
Administrative SupportAdministrative Support
Attend meetings Visible support for decision-making
process of teams Allocates resources for:
Delivery of interventions Trainings in practices; meeting times
Attend meetings Visible support for decision-making
process of teams Allocates resources for:
Delivery of interventions Trainings in practices; meeting times
District SupportDistrict Support
District Coach attends team meetings Trainings in practices (CICO; FBA; Academic
Seminar) provided throughout school year Technical Assistance
Problem Solving Modeling FBA’s
Link to District Leadership if additional resources are needed for implementation of support plans
District Coach attends team meetings Trainings in practices (CICO; FBA; Academic
Seminar) provided throughout school year Technical Assistance
Problem Solving Modeling FBA’s
Link to District Leadership if additional resources are needed for implementation of support plans
PracticesPractices
Why Do People Behave?Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
A Functional FrameworkA Functional Framework
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
By far, the most common functions of problem behavior in schools are to:
Obtain Adult Attention
Obtain Peer Attention
Avoid/Escape/Delay an Aversive Academic Task
Practices -- Main LogicPractices -- Main Logic
Behavior support is the redesign of environments, not the redesign of individuals
Positive Behavior Support plans define changes in the behavior of those who will implement the plan.
Behavior support is the redesign of environments, not the redesign of individuals
Positive Behavior Support plans define changes in the behavior of those who will implement the plan.
Functional EquivalenceFunctional Equivalence
For an intervention to be effective, it must get the student the same thing, in the same amount, that the problem behavior currently gets him
For an intervention to be effective, it must get the student the same thing, in the same amount, that the problem behavior currently gets him
Effective EnvironmentsEffective Environments
Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common
Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught
Problem behaviors are ineffective Problem behaviors are not rewarded
Problem behaviors are irrelevant Aversive events are removed Access to positive events are more common
Problem behaviors are inefficient Appropriate behavioral alternatives available Appropriate behavioral alternatives are taught
Problem behaviors are ineffective Problem behaviors are not rewarded
PracticesPractices
Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills; Anger Management; or Friendship Groups “ABC” Intervention (Transformers; Academic Seminar; Spy)
Tertiary Prevention Functional Behavior Assessment and Individualized Behavior
Support Planning
Secondary Prevention: Targeted Interventions applied similarly to students with similar needs CICO Social Skills; Anger Management; or Friendship Groups “ABC” Intervention (Transformers; Academic Seminar; Spy)
Tertiary Prevention Functional Behavior Assessment and Individualized Behavior
Support Planning
Activity -- Matching Interventions to Function
Activity -- Matching Interventions to Function
As a team, complete the: Targeted Interventions Assessment Tool Tier 2: Targeted Interventions Matrix
As a team, complete the: Targeted Interventions Assessment Tool Tier 2: Targeted Interventions Matrix
IPBS Tiered Intervention Approach
Referral from Request for Assistance and/or SWIS Data
Implement Targeted Intervention (CICO; IIPM; Social Skills)
Analyze Progress Monitor Data DData
1. Continue current intervention 2. Modify current intervention 3. Switch to different targeted intervention 4. Implement tertiary intervention
Tertiary Intervention – Efficient, team based Functional Behavioral Assessment/Support Plan
Expert Driven FBA/BSP (with help from behavior specialist (school psych; consultant)
Additional Resources at Building or District Level. SPED eval/services if disability is suspected
Analyze Progress Monitor Data
Analyze Progress Monitor Data
Analyze Progress Monitor Data
1. Continue efficient BSP Plan 2. Modify Plan 3. Move to Expert Driven FBA
1. Continue Expert Driven FBA 2. Modify Plan 3. Lobby for additional resources and/or SPED evaluation
Were data collected?
YES NO
Are goals being met?
•Problem solve data collection—determine how to get data•Collect data for 2 weeks and reconvene
•Celebrate and continue•Have plan for fading
Is plan being implemented as
designed?
YES NO
•Modify intervention•Consider move to next level
•Problem solve barriers to implementation•Collect data and reconvene in 2 weeks
YES NO
C Anderson U Oregon March 2010
Tertiary InterventionTertiary Intervention
Tier III Behavioral Interventions consist of a Functional Behavioral Assessment and individualized Behavior Support Plan Level I: Efficient FBA/BSP at the school level Level II: FBA/BSP with ESS Support
(Behavior Specialist) Level III: FBA/BSP with additional resources
(IEP; special placements; etc.)
Tier III Behavioral Interventions consist of a Functional Behavioral Assessment and individualized Behavior Support Plan Level I: Efficient FBA/BSP at the school level Level II: FBA/BSP with ESS Support
(Behavior Specialist) Level III: FBA/BSP with additional resources
(IEP; special placements; etc.)
Functional Behavioral Assessment Strategies
Functional Behavioral Assessment Strategies
Teacher Interview (FACTS) Parent Interview Student Interview Direct Observation
Teacher Interview (FACTS) Parent Interview Student Interview Direct Observation
Tier III Intervention -- the Student Team
Tier III Intervention -- the Student Team
Consists of: Teacher(s); parent(s); administrator; behavior specialist; others as needed
Meets a minimum of two times Once to complete a FACTS interview Once to design an intervention Additional meetings to problem solve/modify
the intervention
Consists of: Teacher(s); parent(s); administrator; behavior specialist; others as needed
Meets a minimum of two times Once to complete a FACTS interview Once to design an intervention Additional meetings to problem solve/modify
the intervention
Tertiary Intervention StrategiesTertiary Intervention Strategies
Prevention: Strategies to avoid triggering problem behavior
Teaching: Strategies to teach the student appropriate replacement behaviors
Reinforcement: Strategies to increase reinforcement for appropriate behavior
Extinction: Strategies to prevent problem behaviors from being reinforced
Safety: Strategies to ensure the safety of students and staff (if needed)
Prevention: Strategies to avoid triggering problem behavior
Teaching: Strategies to teach the student appropriate replacement behaviors
Reinforcement: Strategies to increase reinforcement for appropriate behavior
Extinction: Strategies to prevent problem behaviors from being reinforced
Safety: Strategies to ensure the safety of students and staff (if needed)
Identify the “Replacement” BehaviorIdentify the “Replacement” Behavior
An appropriate Replacement Behavior: Serves the same function as the problem
behavior Is as, or more efficient than the problem
behavior physical effort, schedule of reinforcement, time to
reinforcement
Is socially acceptable
An appropriate Replacement Behavior: Serves the same function as the problem
behavior Is as, or more efficient than the problem
behavior physical effort, schedule of reinforcement, time to
reinforcement
Is socially acceptable
Teaching a Pro Social Replacement Behavior
Teaching a Pro Social Replacement Behavior
Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him.
Model the replacement behavior Have student practice to mastery When the opportunity arises in the “real” setting, prompt the
replacement behavior Reinforce the student’s attempt to use the replacement
behavior
Identify an appropriate behavior that will get the student the same thing that the inappropriate behavior currently gets him.
Model the replacement behavior Have student practice to mastery When the opportunity arises in the “real” setting, prompt the
replacement behavior Reinforce the student’s attempt to use the replacement
behavior
Getting into powerstruggles
with students
is like
mud wrestling with pigs.
A You both get dirty
andthe pigs l ike i t!
What WorksWhat Works
The two most powerful tools for changing behavior are: Teaching Reinforcement
The two most powerful tools for changing behavior are: Teaching Reinforcement
The least powerful tool for changing behavior is: Punishment
The least powerful tool for changing behavior is: Punishment
Discipline Works When ….Discipline Works When ….
Prevention creates more Positive than negative consequences
Prevention creates more Positive than negative consequences
Punishment(Failure)Reinforceme
nt(success)
4 : 1
PunishmentPunishment
Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.
The appropriate use of consequences has two potentially useful purposes: To ensure that problem behavior is not rewarded To minimize disruption to the educational environment
Reliance on Punishment as the primary behavior change strategy is unlikely to be effective.
The appropriate use of consequences has two potentially useful purposes: To ensure that problem behavior is not rewarded To minimize disruption to the educational environment
Correction StrategiesCorrection Strategies
For chronic problem behavior use a three step process (2-4 week time frame for high school students) Reminder -- supportive tone of voice. Reminders can be public
with most students Warning -- “here are your choices ----” Should be private with
most students Consequence -- Response Cost/Time-Out (mild; efficient.
Example: 5 minute time-out; Lunch detention; make up work after school)
For chronic problem behavior use a three step process (2-4 week time frame for high school students) Reminder -- supportive tone of voice. Reminders can be public
with most students Warning -- “here are your choices ----” Should be private with
most students Consequence -- Response Cost/Time-Out (mild; efficient.
Example: 5 minute time-out; Lunch detention; make up work after school)
Common Reasons for Failure of Interventions Common Reasons for Failure of Interventions
Interventions are not implemented with sufficient fidelity
The intervention is not matched to the function of the problem behavior
The intervention is not monitored closely
Interventions are not implemented with sufficient fidelity
The intervention is not matched to the function of the problem behavior
The intervention is not monitored closely
Trainings in PracticesTrainings in Practices
CICO Training -- September FBA I -- October FBA II -- November FBA III -- January AI/IIPM/Spy Training? TBA Social Skills Targeted Intervention
Training? TBA
CICO Training -- September FBA I -- October FBA II -- November FBA III -- January AI/IIPM/Spy Training? TBA Social Skills Targeted Intervention
Training? TBA
DataData
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data
CICO Point Cards ODR Data Teacher Feedback Forms Grades; Assignment Completion Data Fidelity of Implementation Data Consumer Satisfaction Data
Screening DataScreening Data
ODR (SWIS) Data Easy CBM Data OAKS Data Grades Request for Assistance
ODR (SWIS) Data Easy CBM Data OAKS Data Grades Request for Assistance
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Progress Monitor DataProgress Monitor Data
SWIS CICO Data Survey Monkey or Google Docs Teacher
Feedback Data Teacher Feedback Forms School Success Pre-post Assessment
SWIS CICO Data Survey Monkey or Google Docs Teacher
Feedback Data Teacher Feedback Forms School Success Pre-post Assessment
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QuickTime™ and aTIFF (Uncompressed) decompressor
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Sample surveySample survey
Weekly SM averages, across teachers, for AA
1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2
Goal Line
Behavior Rating Form Student: __ _______________
Behavior Date
0 - 2 ti m es 3 - 5 ti m es 6 - 8 ti m es 9 + t i mes
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Behavior Rating Form Student: __ _______________
Behavior Date
0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3
4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
- 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Behavior Rating Form Student: __ _______________
Behavior Date
0 t i mes 1 t i me 2 t i mes 3 t i mes 4 + t i mes
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Du rati o n (en ter # of m i n ut es Stu de nt i s MIA)
In te nsity 0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
Intensity Ratings: 0 = Student is calm; on task 1 = arguing, whining; quietly noncompliant 2 = yelling; rolling on floor; tearing up papers; tossing papers at people 3 = spitting; kicking doors or walls; tipping over furniture; climbing on furniture; swearing
4 = throwing objects (pencils; rocks) at or near people; kicking people; destroying equipment; making threats; leaving without permission
Student: __ _______________ 0 = No n e 1 = Le ss t ha n h alf 2 = Abou t h alf 3 = Mo re th a n h alf 4 = Co mple t el y fini s he d
Q u a nt i ty o f W or k Com pl e t e d D
ate
9:05 -9:30
R e ading 0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3
4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
10:00 – 11:30
L ang u a g e A rts
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
12:10 – 1:00
M ath 0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
1:00 – 2:00
Sc i e n ce/ The me
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
0 1 2 3 4
School SuccessJ Student Pre/Post Assessment
Name:________________________________________________________
Always Frequently Sometimes Rarely 1. I follow the school expectations.
4 3 2 1
2. I listen and focus in class.
4 3 2 1
3. I am prepared to learn each day.
4 3 2 1
4. I complete and turn in my work on time.
4 3 2 1
5. I come to school on time each day.
4 3 2 1
6. I finish and turn in my homework when it’s due.
4 3 2 1
7. I like school.
4 3 2 1
8. What are your strengths?_____________________________________________________ _____________________________________________________________ 9. What skills do you need to help you be more successful in school? _____________________________________________________________ _____________________________________________________________
Official Use Only Absent ____/Tardy____ ORF____ ODR____/Minors____
Did you meet your goals? ____Yes ____No
School SuccessJ Teacher Pre/Post Assessment
Name:________________________________________________________
Always Frequently Sometimes Rarely 1. He/she follows the school expectations.
4 3 2 1
2. He/she listens and focuses in class.
4 3 2 1
3. He/she is prepared to learn each day.
4 3 2 1
4. He/she completes and turns in his/her work on time.
4 3 2 1
5. He/she comes to school on time each day.
4 3 2 1
6. He/she finishes and turns in his/her homework when it’s due.
4 3 2 1
7. He/she likes school.
4 3 2 1
8. What are the student’s strengths?_____________________________________________________ _____________________________________________________________ 9. What skills would you like the student to learn in the group? _____________________________________________________________ _____________________________________________________________
Behavior Support Plan Weekly Assessment Student:______________ Teacher: _____________ Week: ___________________
To what level did we implement the plan we proposed? Low Moderate High 1 2 3 4 Comments:
To what degree is the plan having a positive impact on the student’s behavior? Low Moderate High 1 2 3 4 Comments:
To what degree is the plan having a positive impact on the academic achievement? Low Moderate High 1 2 3 4 Comments:
Outcome DataOutcome Data
ODR Data OAKS Data Consumer Satisfaction Data
ODR Data OAKS Data Consumer Satisfaction Data
0
20
40
60
80
100
120
140
160
180
#'s of S's with X+ Referrals
Baseline Year 1 Year 2 Year 3
School District 4J IPBS Grant School Data
3+ Referrals
4+ Referrals
5+ Referrals
6+ Referrals
Other (Please specify):
Q1. The IPBS system was effective in helping my school build (or refine existing) systems for responding to students with behavior
challenges.
0
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35
40
StronglyDisagree
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
Respondents
2008 (n=2)2009 (n=58)2010 (n=0)
Comments:*It did not decrease work load. It did help us work more efficiently.*Helped the teams work more efficiently, but didn't decrease the work load. Made thework more effective. It feels like more work, but probably is not more -- just different.*We had a large workload and probably need more support in making our team efficient.*Not yet, but I think we are about there.
Q6. Systems developed or refined as a result of IPBS decreased the district team's overall work load or helped the team work more
efficiently.
0
5
10
15
20
25
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35
40
StronglyDisagree
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
Respondents
2008 (n=2)
2009 (n=58)
2010 (n=0)
Q7. I would recommend the IPBS process (training, technical assistance) to other districts' behavior support teams.
0
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35
40
StronglyDisagree
Disagree NeitherAgree norDisagree
Agree StronglyAgree
Other(pleasespecify)
Respondents
2008 (n=2)
2009 (n=58)
2010 (n=0)
Student behavior will not change unless adult behavior changes (the interventions only work if you do them!!)
Student behavior will not change unless adult behavior changes (the interventions only work if you do them!!)
Contact InformationContact Information
Brie Stiller Email: [email protected] (541)790-78716
Brie Stiller Email: [email protected] (541)790-78716