orientation for new behavior team members
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Orientation for New Behavior Team Members. Illinois Service Resource Center 3444 W Dundee Rd Northbrook, IL 60062 847.559.8195 www.isrc.us. - PowerPoint PPT PresentationTRANSCRIPT
Orientation for New Behavior Team Members
Illinois Service Resource Center3444 W Dundee Rd
Northbrook, IL 60062847.559.8195
www.isrc.us
Illinois Service Resource CenterA Technical Assistance Center of the Illinois State Board of
Education
Supporting deaf/hard of hearing student behavioral needs
Schools/ Educators Individual student
observationsData collection supportDHH Behavior Team
training and supportSchool-wide positive
behavior support
Parents/ Families Individual student home
visits for behavior support
Library – materials mailed with return postage
Speakers for parent support groups
Locate needed resources
DHH Behavior Support Teams For Programs/SchoolsQuarterly training for 25 Deaf/Hard of Hearing
Behavior Support Teams throughout Illinois.Focus on Functional Behavioral Assessments (FBA)
and Developing Effective Behavioral Intervention Plans (BIP).
Enhancing behavior support at all three tiers of the Response to Intervention model.
Team members serve as a local resource for behavior support for deaf and hard of hearing students.
The goal of this training effort is to build the capacity of local schools and programs to meet the behavioral needs of students with a hearing loss.
Behavior Team Forms/Documents
Behavior Team Page on ISRC websiteBehavior Support Team Recognition Applic
ationClassroom Walkthrough FormVanAcker FBA/BIP ChecklistBehavior Support ChecklistCommitment for Success Agreement View previous behavior team training vide
os
www.isrc.us – The ISRC Website
RtI – Response to Intervention for Academics and Behavior
PBIS Basics
Behavior Expectations Matrix
Cool Tools
Cool tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide
behavioral matrix.
A research-based procedure for teaching the behaviors. Examples and non-examples taken from classroom and
non-classroom settings and situations. Modeling and role-playing daily to teach new skills and
provide students with practice opportunities. Regular feedback and acknowledgment often are given to
ensure students display the expected/taught behaviors.
Classroom Management Best Practices
Clear Expectations
3-5 positively stated expectationsExplicitly taughtOn display in all settings
TMPR
Teach
Model
Prompt
Reinforce
Specifically and directly instruct
students how they are expected to
behave in various settings.
Demonstrate the desired behaviors
using role plays and in your own day to
day behavior/actions.
Cue and remind the students when and
how to use the skills they have been
taught.
Praise and reward students for engaging in desirable behaviors
and for using prosocial skills.
Structure and Routine
Response to Behavior
Teacher and student routines are planned, structured, and predictable
Smooth, structured transitions
Daily schedule postedAttention getting
signal
Quick, positive, and direct responses
Academic and behavioral verbal
Nonverbal promptsPre-cue, remind
Recognition, Reinforcement, and Praise
Data for Decision Making
Academic and behavioral recognition
Minimum 4:1 of positive to negative interactions
Multiple strategies utilized
Earn…not lose or take away
Expectations met and deviated
Behavior and academics
Documented, charted, and reviewed
Use to guide practices/decisions
Active Engagement
Supervision
Class outline postedMultiple activities w/in
each periodVaried format of
instructionVaried opportunity to
respondOngoing feedback and
response from all
Staff assignmentsClassroom/seating
arrangementsMovement of adults –
move, scan, interactRemind, pre-correctPositive
acknowledgements
Positive Reinforcement Practices
Positive Reinforcement
To read the full document visit:http://iseesam.com/wordpress/wp-content/uploads/2008/01/positive.pdf
Token Economy
To read the full document visit:http://usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf
Functional Behavioral Assessment &Behavior Intervention Plans
Resource: Writing Behavior Intervention Planshttp://www.isrc.us/sites/default/files/doc/winter2008nlpu.doc
Functional Behavioral Assessment
Pre-requisite to the Behavior Intervention Plan
Data DrivenDetermine and define target
behaviorIdentify function that
maintains undesired behavior
Investigate triggers and contributing factors
Behavior Intervention Plan
Purpose: consistent and cohesive plan for all adults to teach and reinforce a socially acceptable replacement behavior for an undesired (antisocial) behavior
Driven by the FBA and concurrent dataChanges in adult
behavior
EnvironmentInstructionSupports
Data collectionEvaluative criteria
Restrictive Disciplinary Measures
• Non-Restrictive• Token economy• Verbal Reprimand• Notify Parents• Modification• Modeling• Peer Involvement
• Restrictive• Detention• Exclusion from
extracurricular activities
• Suspensions• Time Out in
isolation• Manual Restraints
Restrictive Disciplinary Measures
• Highly Restrictive• Aversive mists• Denial to regularly
used equipment / devices
• Mechanical restraints• Expulsion w/
continuing educational programming
• Prohibited• Corporal
Punishment• Expulsion w/o
services• Physical
manipulation that causes pain -Faradic skin shock
Data Driven Decision Making
Data Collection
What does data driven decision making entail?◦Collection
Observe the child and record behaviors
◦Analysis/Graphing Excel, ISRC Templates
◦Interpretation Understanding your data Using data to design interventions Using data to determine effectiveness of interventions
Collection
Analysis/GraphingInterpretation
Purpose of Data Driven Decision Making
Why do we collect Data?◦Identify patterns to a student’s behavior
RTI - Response to Intervention Fulfill ISBE requirements Predict future occurrences of an identified
behavior Implement more effective and efficient
interventions (eg. time of day, time of week, type of class or setting, etc…)
Monitor success, failures
Define the target behavior
Must be Observable ◦replicable/understood by others
Must be Quantitative ◦able to COUNT it
Must be Descriptive ◦describe what the behavior looks like
Avoid lengthy narratives
Data Analysis and Graphing
You have the data…now what? Turn it into meaningful information
◦ Statistical Analysis Totals and Percentages- Nothing Fancy!
◦ Graphing Provides visual representation of the data. This is
very helpful for meetings to facilitate comprehension among members quickly.
◦ Suggested, available tools: Excel, PowerPoint, ISRC website
Data Interpretation
Time to interpret the data!
Keep in mind the main purpose of this is too identify patterns in the child’s behavior.
Patterns should inform the type of interventions chosen and the manner in which they will be implemented.
(Resource: ISRC Behavior Intervention Database)http://www.isrc.us/intervention_application
Data Interpretation
What happens if a pattern can not be identified?◦ More intense data collection?◦ Collecting data over a longer time period?◦ Data being collected with fidelity?◦ Different collection format?◦ Collecting on the right behavior?
How long do I need to collect data?
If the behavior remits and you can show this with data, then CONGRATULATIONS!!!!◦You can stop data collection on this behavior or take
data occasionally to show maintenance.
If the problem continues…◦Repeat the process of Data Collection, Analysis, and
Interpretation. ◦Consider asking for others (Colleague, Behavior Team,
ISRC, Supervisor) to support you in looking at your information and interventions. Team work!
(Resource: ISRC Data Collection Coaching)
Minimum of 4 credits awarded upon
completion. One additional credit
earned with extra activity.
See Checklist
In order to fulfill the minimum requirements you are encouraged to:◦Complete and submit the Reflection document
In order to earn CPDU credits you must complete and submit the following pieces:◦Reflection◦Quiz◦Activity - FBA & BIP on Maddie◦ISBE Evaluation Form◦(Optional Activity – vocabulary (+1 CPDU))
In Conclusion…
No CPDU Credits but ready to join a team and attend
subsequent trainings
Need assistance?Have questions?
Contact us:Illinois Service Resource Center
3444 W Dundee RdNorthbrook, IL 60062
www.isrc.us