Tier 2/Secondary Interventions

1. Tier 2/Secondary Interventions Rachel Saladis Kim Miller Kathy Halley

2. Inclusion Activity

3. Outcomes for Day Two Become familiar with secondary systems and practices Create Secondary Systems Learn basics of research validated secondary interventions Create action plan specific to your school

4. AgendaDay Two • Opening Activities • Brief FBA/BIP • Social/Emotional Behavioral Groups • Action planning

5. Working Agreements

6. Parking Lot

7. Let’s Celebrate • Understanding Secondary Systems • Create Secondary Systems • Conceptual Foundation of Second Tier Interventions • Create CICO Intervention

8. CI/CO w/ Individualized Features • When might we use CI/CO with Individualized Features? • Students have more defined goals • Students need more frequent check-ins • Students need a personalized CI/CO adult

9. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Behavioral groups Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

10. Brief FBA/BIP Competing Behavior Pathway Behavior Support Plan

11. Why Do People Behave? Modeling? Accident?Instinct?Condition?? Why Do People Continue Behaving? IT WORKS! It’s meeting the need

12. Behavior Pathway Definitions • Problem Behavior • What is the behavior of concern • Describe in measurable, concrete, observable language—what you see, what you hear, what are the child’s actions. • Desired Behavior • Hoped for behavior • Acceptable Behavior • Acceptable replacement behavior—moving toward desired behavior

13. Behavior Pathway • Antecedents • What happens before the behavior occurs • Immediate precipitating variables • People, places, environment, sensory stimulation, expectations, communications, demands, requests • Setting Events • Conditions when the behavior is more likely • Conditions that exists for the child • Mental health (treated or untreated) • Physical health • Sensory system

14. Behavior Pathway • Maintaining Consequence • What have been the responses to the behavior? • What are observable result of the responses? • What have been the unintended consequences? • Function of Behavior • What is being gained? • What is being avoided? • What needs are being met? (Sensory, social, psychological, other)

15. Role Play – SSITBrief FBA/BIP • Non-example • Positive Example • Your Turn!!

16. Function of Behavior

17. Student Name: BEHAVIOR SUPPORT PLAN: COMPETING BEHAVIOR PATHWAY Desired Behavior 6 Function 5 Setting Event 3 Antecedent 2 Consequence 4 Problem Behavior 1 Acceptable Behavior 7

18. Behavior Intervention Plan

19. Let’s work together!!!

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21. Team Work TimeCase scenario • Choose one behavior from Mrs. Mutners list and write it in the Problem Behavior box. • Create a simple case scenario for a hypothetical student who exhibits this behavior. • Complete the Behavior Pathway/BSP for this hypothetical student.

22. Share out • Chose one person to present your Brief FBA/BIP with the large group

23. Social/Emotional Behavioral Groups What are they? How might they work?

24. Social, Emotional, Behavioral Groups Direct and planned instruction that is designed to increase social and academic competence of students with peers and adults.

25. How they work? “ Inappropriate" social skills meet a student’s need. Until we teach an “appropriate" skill and alter the environment, they will continue to use the inappropriate behavior to meet their needs.

26. What doesn’t work

27. --Activity--What is working?What is missing?

28. Missing? Behavior does not occur in a vacuum; it occurs in social learning context. Communication process Data—pre and post Generalization process Teaching social/emotional skills takes time and energy.

29. Discussion • What groups have been offered in your school? • In what ways do they meet the criteria for secondary tier interventions? • What is missing? • Selection criteria? • Data, progress monitoring? • Communication? • Generalization?

30. Why Teach Social/Emotional Skills? Behavior management problems are often social skills problems. ( It’s the adult that needs to make adjustments- what does the child need?) Academic and social competence are interrelated (The more active in learning process, the lower the discipline concerns) Next to family, school has the most influence in the development of self. (School is a social system)

31. Social / Emotional Groups Three types of skills-building groups: 1) Pro-social skills 2) Problem-solving skills 3) Academic behavior skills These are often the skill groups facilitated by social workers, counselors, psychologists and teachers.

32. Teaching social/emotional skills takes time and energy. Who needs instruction? What do I need to teach? How do I make if effective? When have students’ met skill objectives?

33. Who needs instruction? Emphasize the use of existing data /DPR (daily progress reports) assessment sources such as ODR (office discipline referral), visits to discipline room, teacher referral, number of “buddy room” visits… ADD if appropriate •Teacher Ratings •Ratings by others •Direct Observation

34. Selecting Students and Monitoring Progress An example of teacher rating for behavior difficulties at recess. Rated prior to group, during group and at end of group. Please rate as follows: 0= never, 1= once a week, 2=twice as week, 3 = three times a week, 4= four or daily 1. Student complains about friendships. 0 1 2 3 4 2. Playground supervisors’ share 0 1 2 3 4 concerns regarding student’s behavior. 3. Student has lost recess opportunity 0 1 2 3 4 4. Complaints by peers after recess. 0 1 2 3 4 Classroom instruction (cool tools/matrix) has not changed behavior of this student. Agree/ disagree

35. Skill Development Groups vs. Affective Intervention groups Skill building Social Competence Joining groups/ solving conflicts/bystander groups/ Emotional Regulation Anger Management/Situational Anxiety/ Trauma Academic Study Skills Homework completion/test anxiety/study skills/note taking Affective Intervention Family Change groups Grief groups Affected Family Member Groups AODA

36. How do I make it effective? • Identify critical skills (deficit or performance problem/ classroom management or performance problem) • Develop social skill lessons • “Tell, show, practice” (can be in the form of cool tools or pieces of developed curriculum). • Match language to school-wide expectations • Generalization strategies-cool tools

38. Groups - CommonRoadblocks Does not match building expectations. Do not have entry and exit criteria. The content does not fit the need. Teaching in a vacuum ( no generalization outside the Psych./SW office).

39. Top 5 solutions to Road Blocks #5. School Wide systems firmly in Place( Building expectations, Be respectful, safe, responsible) #4. Develop a Student Selection/Screening Process (DPR, ODR, teacher rating) #3. Implement an Effective Instructional Model (Meets the needs of the group, building and you). #2 Evaluate Academic and Behavior Outcomes -data ( Systematically evaluate progress of group through DPR, ODR or teacher rating) #1. Plan for Generalization( communication with teaching staff) #0. Get a good nights sleep!

40. Guiding questions for Groups

41. Action Planning • Use Tier 2/Secondary Action Plan to create action plan specific to your school *****Remember to take your time and do things well*****

42. Feedback • What did you get from these two days? • What do you still need?