tier ii supports
DESCRIPTION
Tier II Supports. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org. Today. Introductions Overview of basic process Work time Classroom Universals Data Decision Rules Classroom problem solving structure - PowerPoint PPT PresentationTRANSCRIPT
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Tier II Supports
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
www.pbis.org
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Today• Introductions• Overview of basic process• Work time
– Classroom Universals– Data Decision Rules– Classroom problem solving structure– Tier II Team structure
• Next steps
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School-wide Positive Behavior Support
SW-PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Continuum of Supports
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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Universal Strategies: School-Wide
Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making
(swis.org)• Family Awareness and Involvement
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I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respectful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Benton Elementary
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Universal Strategies: Nonclassroom Settings
• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and
Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies
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Universal Strategies:Classroom
• Use of school-wide expectations/rules• Effective Classroom Management
– Behavior management– Instructional management– Environmental management
• Support for teachers who deal with students who display high rates of problem behavior
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Tier II (III) Process
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Teams(Data, Practices, Systems)
• School-wide PBS– Universals– Connect points to Tier II & III
• Tier II (III) (e.g., CARE, SAT, TAT)
– Data Decision Rules– Match intervention to need
• Classroom Problem Solving– Review data – Develop function-based interventions
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During Work Times
• Today you = “The Build Team”• Follow team roles/process• Work efficiently• Assign names and dates to tasks
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Remember….
• We can’t “make” students learn or behave• We can create environments to increase
the likelihood students learn and behave• Environments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
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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)– School-wide– Classroom– Small Group / Individual
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Basic Steps
1. School-wide, including classroom, universals in place
2. Identify students who need additional supports
3. Identify what supports student needs– Environment– Intervention
4. Monitor & evaluate progress
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Starting Point
• Work within current formal and informal systems• Develop missing steps of efficient process• Provide training and technical assistance to
facilitators– Classroom Problem Solving Teams (partnership)– Tier II Team
• Guided process with templates for environmental modifications and interventions
• Goal = fluency among all faculty and staff
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Student
School-Wide Universal Supports
Classroom Supports
Tier II / Small Group Supports
Continuum of Positive Behavior Supports
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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
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Tier II Support Process• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process
– Decision Rules– Referral– Screen
• Step 3 – Classroom Problem Solving– Classroom supports (function-based)– Progress monitor
• Step 4 - Tier II supports– Non-responders to grade level supports– Match function of student behavior to intervention– Progress monitor
• Step 5 - Evaluate Process
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1. Classroom Universals in place
• Review of essential feature• Implementation Plan
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Essential1. Classroom expectations & rules defined and taught (all use school-wide, create
classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate behavior in place and
used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior in place and used
per established school-wide procedure5. Students are actively supervised (pre-corrects and positive feedback)6. Students are given multiple opportunities to respond (OTR) to promote high
rates of academic engagement7. Activity sequence promotes optimal instruction time and student engaged time8. Instruction is differentiated based on student need
pbismissouri.org
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Systems
• Teach– Brief in-service, single topic focus
• Practice (performance feedback)– Peer coaching– Principal “walk throughs”
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Your First Task: Classroom Universals
• Develop a plan to:– Identify strengths and areas of need – Provide training for all staff on key features– Identify a strategy to assess use– Identify a strategy to provide performance feedback
• For Example– All self-assess– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)
– Peer observe and count (performance feedback)
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2. Identifying students
• Current data– Confidence in numbers– Consistency across data points
• Teacher Referral• Screening
Approximately 10% of total students
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Data Decision Rules
• Office Discipline Referral (ODR)– Major– Minor
• Time out of Instruction– Buddy Room– Safe Seats– “Discipline” Room
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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?______________________________________
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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
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Other Strategies to Identify Students
• Teacher Referral– Questions to discuss:
• Who completes• When• What data must be used/cited• Focus on externalizing and internalizing
• Screening– What instrument– Schedule
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Work Time
• Review your current social behavior data sources• Identify weaknesses or inconsistencies• Develop plan to collect additional data• Draft decision rules
– For Example:• 2 Major ODRs within trimester• 5 Minor ODRs within trimester• 5 absences within trimester• 60 minutes out of instruction per week
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3. Tier II Supports
• Students who do not respond to classroom / informal supports
• Student brought to Tier II Team– Classroom problem solving plan – Progress data
• Based on function of problem behavior and response to classroom supports, match student to Tier II intervention
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Tier II Supports
• Centralized• Each has a coordinator• Placed in support by Tier II Team• Classroom supports continued / modified• ALL in building aware of their role in
supporting students in Tier II Supports
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Tier II Supports
• Check in / Check Out• Social Skill Groups• Academic Supports
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Logistics for Setting up a CICO program
1. 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” (50% reduction) with 67% of students.– CICO does NOT replace need for individualized supports.
2. Team available / Coordinator available• Team leader• CICO coordinator (morning, afternoon)• Team (meets at least once every two weeks)
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Logistics for Setting up a CICO program
3. School-wide PBS in place• School-wide expectations defined and taught• Reward system operating• Clear and consistent consequences for problem behavior
4. Process for identifying a student who may be appropriate for CICO
• Student is not responding to SWPBS expectations– Request for Assistance
• Student finds adult attention rewarding• Student is NOT in crisis.
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Logistics for Setting up a CICO program
5. Daily CICO progress report card• Same expectations for all• Common schedule• All staff taught rules for accepting, completing and
returning the card.
6. Home report process• Can be same as progress card• Can be a unique reporting form
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CICO RecordName: ____________________________ 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 pointsComments:
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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 ______________%
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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
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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:
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Logistics for Setting up a CICO program
7. Trading menu• Reward for collecting and turning in daily progress card• Reward for meeting daily goal• Exchange system for points earned
8. Collecting, summarizing and using data• Daily updates• Weekly review by team• Referral for individualized interventions.
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Student A
Date
Perc
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otal
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2/1/
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Logistics for Setting up a CICO program
9. Morning Check-in Routine• Teaching students when, when, how• Teaching check-in coordinator
» Assess» Reward» Set-up or Redirect
10. Teacher Check-in/Check-out Routine• Teach students when, when, how• Teaching staff/faculty
» Reward» Set-up for success, positive momentum» Evaluation
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Logistics for Setting up a CICO program
11. Afternoon Check-out Routine• Teach students when, where, how• Teach CICO coordinator data collection, acknowledge
success, encourage improvement.• Consider self-recording system for older students
12. Family Review Routine• Teach students when, where, how• Teach family only to acknowledge success, sign
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Logistics for Setting up a CICO program
13. Team Meeting Decision Making– Reporting of student status– Process for adjusting when CICO is not successful
14. Planning for success– Identifying success– Fading support– Embedding self-management
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Logistics for Setting up a CICO program
15. Planning for more intensive, individualized support.– Functional behavioral assessment– Tier III support team
16. Substitute Teacher routine– How to inform and orient new teachers
17. Playground, cafeteria, bus routines
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Why does CICO work?• Improved structure
• Prompts are provided throughout the day for correct behavior.• System for linking student with at least one positive adult.• Student chooses to participate.
• Student is “set up for success”• First contact each morning is positive.• “Blow-out” days are pre-empted.• First contact each class period (or activity 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.
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Why does CICO work?• Student recruits adult support
– Student uses card to recruit adult attention.– Very low “effort” for teacher
• Program can be applied in all school locations– Classroom, playground, cafeteria (anywhere there is a supervisor)
• Elevated reward for appropriate behavior– Adult and peer attention delivered each target period– Adult attention (and tangible) delivered at end of day
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Why does CICO Work?• Linking behavior support and academic support
– For academic-based, escape-maintained problem behavior incorporate academic support
• 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
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Social Skills Instruction
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Definition- Social Competence
“Social competence represents an evaluative term based on judgments (given certain criteria) that a person has performed a task adequately. These judgments may be based on opinions of significant others (e.g., parents, teachers), comparisons to explicit criteria (e.g., number of social tasks correctly performed in relation to some criterion), or comparisons to some normative sample.” (Gresham, 1986, p. 146)
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Definition -Social SkillsSocial skills are defined as "those behaviors which,
within a given situation, predict important social outcomes" (Gresham, 1986, p. 5).
a) social skills are simply one facet of an overall construct of social competence – if taught in isolation you will never reach the larger objective of improved social functioning, b) they are linked to the environment in which they occur, and c) targeted skills should reflect the larger school set of behavioral expectations
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Functional Perspective
“Inappropriate” social skills meet student need and until we teach an “appropriate” skill and
alter the environment, they will continue to use the inappropriate
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Process {social skills}
Behavior
Social Competence
Outcome
Social Incompetence
Social Competence Assessment
T. Lewis, 1992
Effective ?
Judged Appropriate
?
Yes
No
Social Task Context
Yes
No
Functional Analysis
Rating Scales Direct Observation Self-Report
Adults Peers Self
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Steps in Social Skill Instruction
• Assessment• Planning• Lesson Development• Teaching• Generalization
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Assessment: Student Identification (Data, System)
Use of existing data / assessment sources such as ODR, visits to discipline room, teacher referral, number of “buddy room” visits
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Assessment: Skill Selection(Data)
• Teacher Ratings• Ratings by others• Direct Observation
Importance of discussing cultural, language, and other factors that impact perceptions of “appropriate” social skills
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Assessment: Direct Observation
Outcomes:• Needed social skills• Problem type
– skill deficiency– performance problem– maintenance / generalization problems
• Examples for instruction and tests
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Planning Requirements(practices, systems)
• Curriculum / Lesson Plans– Adapt/adopt
• Group procedures• Generalization strategies
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Lesson Components(practices)
• rule for when to use the skill• set of useful skill variations
– teach the rule (TELL)– demonstrate the skill (SHOW)– students practice the skill (PRACTICE)– review and test the skill (PRACTICE)– assign homework (PRACTICE)
Teaching social skills follows the same format as teaching academic skills
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Lesson Plans: Teach (tell)
• definition of essential rule• description of skill components and variations
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Lesson Plans: Demonstrate (show)
• model / demonstrate the skill– select competent and respected students and
adults – only the teacher models incorrect responses– select examples from natural context – at least two positive demonstrations of each
example
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Lesson Plans: Practice
• role play activities – focus on relevant features – have student "think aloud"– teacher can provide coaching during lesson– involve all members of the group by assigning tasks
/ questions– have student self evaluate after activity
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Lesson Plans: Review & TestMore Practice
• review essential rule for the day• test on untrained examples through role plays• test each student as often as possible (daily)• request demonstration of skill whenever
possible (verbally or role play)• lesson homework
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Group Procedures(practices, system)
• Who & how many in the group?– 5-8
• When & how long meet?– At least weekly over the school year
• Who teaches?– Combination
• Basic behavior management – Routines– Expectations– Attention signal– Incentives
Social skill outcomes, expectations, etc. must be connected to the school-wide/classroom PBS system
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Maintenance & Generalization
Connect points to larger School-wide/ Classroom System (system, policy)
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Promoting Maintenance and Generalization
Strategies To Use During Training (practices)
• Use naturally occurring examples within role plays
• Use naturally occurring reinforcers• Use language of school-wide/classroom PBS
system• Pinpoint activities students likely to engage
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Promoting Maintenance and Generalization
Strategies To Use During Training (practices)• Train in the targeted setting• During training, include peers the target
student(s) likely to encounter in the problem setting
• Use a number of trainers or other adults during training
• Continue training for a sufficient amount of time
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Promoting Maintenance and Generalization
Strategies to Use Within the Target Setting (system, policy)• Prompt students to display skill (Pre-Corrects)• Reinforce displays of skills in generalized settings using
language of school-wide/classroom PBS system• Enlist a variety of others to prompt and reinforce skills in
generalized settings• Individual contracts and behavior change plans• Group contingencies
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Social Skills Club Student Selection
• Designed to meet the needs of repeat offenders
• Criteria for selection: 8 or more referrals across previous school year
Focus =
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Social Skills Club
• Parent letters to extend “invitation”– Voluntary participation– Presented as prevention/support– Encouraged parent participation
Focus =
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Social Skills ClubInstructors
• Special Educator with fluency in social skill instruction
• General Educator• Access to technical assistance and resources
Focus =
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Social Skills ClubGroup Management
• Two adults!• Club expectations linked to school-wide expectations• Rules and expectations for group participation in role
play• Planned fun• Reinforcement system linked to school-wide systemFocus =
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Social Skills ClubCurriculum & Delivery of Instruction
• Collected and prepared materials from a variety of sources.
• One hour per week after school for the academic school year
• Attention to pre-requisite skills for participating in lessons.
• Structured format: Advanced Organizer, Teach, Model, Role play, Review, Test & Homework
Focus =
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Social Skills ClubGeneralization
• Posters of each lesson given to classroom teachers to display in class and use as visual prompt.
• “Club” participants present weekly social skill lesson to from club to their class.
• Staff instructed on how to prompt and reinforce
Focus =
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STUDENTS RECEIVING A "BEHAVIOR PLAN"EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
0
2
4
6
8
10
12
14
16
18
20
A* B C D E F* G H I J * K L M N O PSTUDENT NAME
NUM
BER
OF R
EFER
RALS
REFERRALS 99-00 REFERRALS 00-01
AVERAGE PERCENT DECLINE IN REFERRALS
50%%
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
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4. Monitor Student Progress and Evaluate Process
• Original data sources that lead to student identification– ODR– Attendance– Academics– “time out of class”– Teacher perception
• Key = frequent and regular– Celebrate success– Adjust if student doesn’t respond (or problems start
reappearing)• Cost –Benefit Analysis of overall process
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
0.40
Office Discipline Referrals
Prepost
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0
0.5
1
1.5
2
2.5
3
Time Out of Class
PrePost
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1 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0
20
40
60
80
100
Attendance
PrePost
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 AVERAGE0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Grade Point Average
Prepost
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Lessons Learned
• Effective classroom management must be in place
• All in building understand– Steps in process– “Science of Behavior” (function)– Purpose of Tier II strategy– Their role in supporting Tier II strategy
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Lessons Learned
• Spend lots of time on systems– “Build Team”– Classroom Problem Solving Team– Tier II Team (with connects to universal team
• Progress monitor– Confidence in data– Efficient ways to collect (e.g., daily progress
reports)
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Lessons Learned
• Continually assess for progress & success– Is it a system/process issue?– Is it a student who needs additional/different
supports?• Don’t be afraid to abandon, alter, tweak
processes or supports that are not leading to desired outcomes
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Classroom Problem Solving
• Grade level / combinations• Once a week focus of meeting = social
behavior concerns when decision rule met• Standard problem solving steps
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Classroom Problem Solving
• Process leader– Classroom teachers, Specialist teachers
• Tier II Team partner– School Psychologist, Counselor, Administrator
• Process– Data-based decision making
• Guiding questions– Function-based intervention
• Teach replacement• Environmental alterations / supports
– Monitor progress
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Classroom Problem Solving• Student meets data decision rule• Classroom teacher completes preliminary forms (documents
student progress to date)• Grade level lead walks team through problem solving process• Tier II Team partner attends if team is unable to identify
patterns leading to intervention or when significant concerns noted
• Plan put in place • Student progress monitored and reported at weekly
meetings
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Operationally Define Problem and Replacement Behavior
Describe behavior such that it is observable and measurable
• Frequency – how often• Topography – what does it look like
– Force or intensity• Duration – how long does it last
• Focus on “groups” of common behaviors• Replacement tied to school-wide expectations
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Classroom Problem Solving
When no students meet decision rule or multiple students with similar behavior concerns:– Develop range of possible supports for different
functions of problem behavior– Develop range/bank of strategies
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