Taryn Gaskill, SSD PBIS Facilitator Lisa Leonard, SSD PBIS Facilitator

1. PBIS: Social Skills Instruction as Part of a Comprehensive, Integrated, Three Tiered Model of Prevention Taryn Gaskill, SSD PBIS Facilitator Lisa Leonard, SSD PBIS Facilitator Lisa Powers Ph.D. , Area Coordinator Special School District

2. We would like to thank… Dr. Kathleen Lane Professor of Special Education, University of North Carolina at Chapel Hill Dr. Lucille Eber Illinois PBIS Network Director Center for SW-PBS College of Education University of Missouri

3. SSD Demographics: 2011-2012 • Located in St. Louis County, MO • Students • Students in special education: 24,285 • Students in technical education: 2,095 • Total: 26,380 • Staff • Teacher-level staff: 2,750 • Para-level staff: 1,748 • Other: 677 • Total: 5,175 • Special education SSD special education schools: 5 • Partner districts served: 22 • Partner district schools served: 265 • Technical education Technical education high schools: 2 • Programs offered: More than 30

4. SSD PBIS/CE Team Bottom to Top: Lynn Yokoyama Data Specialist Lisa Powers,Coordinator Jennifer Hernandez Facilitator Morgan Clough Facilitator Rhonda Collins Facilitator Lisa Leonard Facilitator Tricia Diebold Facilitator Jamie Mehring Facilitator Mary Ellen O’Hare Facilitator Charlotte Nations Character Ed. Taryn Gaskill Facilitator Bridget Thomas Facilitator Barb Nash Administrative Assist.

5. Roles Teachers Administrators Superintendents/Assist Directors Principals/Assist. Clinicians Family member Researcher/Instructor Specialist School Psych. Social Worker Counselor Behavior specialist Level of Implementation Tier 1 Tier 2 (one intervention) Tier 2 (two or more interventions) Tier 3 (one intervention) Tier 3 (two or more interventions) Introductions: “That’s Me”

6. Outcomes Participants will be able to : • Identify the key features of system level supports for scaling up efforts • Identify and apply components needed for Effective Tier 2 interventions: Social Skills Instruction • Apply critical features of social skills intervention at the school level What would you like to walk away with from this session?

7. Student Outcomes • 10-15% of student body will access Tier 2 interventions which includes students with disabilities. • 70% or more, of students accessing Tier 2 interventions will respond positively.

8. Agenda • Review systems approach to a multi-tiered level of intervention and prevention. • Teach critical features of a targeted intervention. • Development of intervention plans for Social Skills.

9. National - Challenges for Districts Making Universal supports available for ALL Referrals to Special Education seen as the “intervention” FBA viewed as required “paperwork” vs. a needed part of designing an intervention Relying on interventions the system is familiar with vs. ones likely to produce an effect Moving from one-student at a time (reactive approaches) to capacity (systems) within schools to support ALL who need Secondary/Tertiary. Rationale

10. National - Observations of Current Systems/Practices • Schools did not have continuum of interventions • After Universal, just 1 or 2 types of Secondary (Tier 2) & Sp. Ed. was only Tertiary (Tier 3) “intervention” • None used CICO, some had CnC (but thought was CICO) • All schools had some opportunity for referral for assistance • But were NOT using data for automatic entrance into interventions • No/minimal Universal screening • Lack of data-based decision rules (ex. 2 ODRs = entrance to CICO) • Tracking intervention effectiveness not on the radar • Data weakest link • Data-based decision rules for entrance into Tier 2 & 3 interventions unclear • Principals and clinicians treating discipline problems/approaches, SpEd testing/placement and “PBIS” as separate entities. Rationale

11. SWPBS Implementation Blueprint www.pbis.org

12. IMPLEMENTATION SCIENCEAdapted from Fixsen & Blase, 2005

13. Multi-Tiered Level of Supports

14. Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System Character Ed ≈ Primary Prevention (Tier 1) Social Academic Behavioral

15. Let’s do the Math! What percentage of your student body count would fall into primary 80%, secondary15% and tertiary 5%? Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk ≈ Tertiary Prevention (Tier 3) ≈ Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System ≈ Primary Prevention (Tier 1) Social Academic Behavioral

16. How can three-tiered models of prevention address these concerns? Three-tiered Models of Prevention • Primary, secondary, and tertiary levels of prevention • Response-to-Intervention (RtI; Gresham, 2002a; Sugai, Horner, & Gresham, 2002) • Positive Behavior Intervention and Support (PBIS; Lewis & Sugai, 1999; Sugai & Horner, 2002) • Each level of prevention increases in intensity or magnitude • Provide more focused interventions for students in need of targeted interventions • Systematic approach • Data driven method to identify and support students Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

17. Three Tiered Models of Prevention: A Comprehensive Approach Address varying responses to intervention Three-tiered school-base intervention model Primary Prevention Academic Behavioral Social Goal: Prevent Harm Secondary Prevention Academic Behavioral Social Goal: Reverse Harm Tertiary Prevention Academic Behavioral Social Goal: Reduce Harm Lane, Kalberg, & Menzies, 2009

18. How can three-tiered models of prevention address these concerns? Primary Prevention • All students are eligible for participation (Lane, Robertson, et al., 2006). • Approximately 80% of students respond to this level (Gresham, Sugai, Horner, Quinn, & McInerney, 1998; Sugai & Horner, 2006). • Examples of Primary Prevention • Validated literacy curricula • Violence prevention • Conflict resolution programs • Anti-bullying programs • Schoolwide social skills instruction • Character Education Programs Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

19. How can three-tiered models of prevention address these concerns? Secondary Prevention • Students who do not respond to the primary prevention plan, 10-15% of students. • Focused intervention to address academic, behavior, or social concerns: • Acquisition (can’t do) • Fluency (trouble doing) • Performance (won’t do) • Examples of Secondary Prevention • Small group instruction in anger management • Reading comprehension strategies Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

20. How can three-tiered models of prevention address these concerns? Tertiary Prevention • Students who do not respond to the primary or secondary prevention, 5-7% of students. • Intensive individualized interventions • Examples of Tertiary Prevention • Function-based interventions(Umbreit, Ferro, Liaupsin, & Lane, 2007) • Multi-systemic Therapy program (MST; Henggeler, 1998) Source: Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford Press.

21. 3-Tiered System of Support Necessary Conversations (Teams) Universal Team Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time Universal Support CICO Social Skills Behavior Contracts Self-Management Newcomers Club/Mentors Study/ Organizational Skills Brief FBA/BIP Complex FBA/BIP WRAP Problem -solving SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide]. Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network

22. Targeted group Interventions

23. BAT Scales & Subscales • Tier 1 Implementation of SW-PBS • Tier 2 and 3 Foundations • Commitment • Student Identification • Monitoring & Evaluation • Tier 2 Targeted Interventions • Tier 2 Support System • Main Tier 2 Strategy Implementation • Main Tier 2 Strategy Monitoring & Evaluation • Tier 3 Intensive Interventions • Tier 3 Support System • Tier 3 Assessment & Plan Development Tier 3 Monitoring & Evaluation How many participants have completed the BAT?

24. Intervention • Academic or behavior interventions are strategies or techniques applied to instruction in order to teach a new skill, build fluency in a skill, or encourage the application of existing skills to a new situation. MO Dept. of Elementary & Secondary Education, Special Education, Compliance

25. Tier 2 Interventions • For students who… • Are at-risk for an academic and/or social-behavioral concern • Continue to engage in frequent problem behavior despite effective schoolwide, tier 1 prevention efforts • Need additional teaching, monitoring and feedback • Could benefit from extra attention or support at school before they are in crisis (Crone, Hawken & Horner, 2010)

26. Tier 2 Interventions For students with… • Low level problems • Non-compliance, disrespect • Work completion • Attendance, tardy • ODR 2-5, classroom minor 4-6 range • Behavior occurs across multiple locations • Students with internalizing concerns, but not self-injurious

27. Key Features of Tier 2 Interventions • Continuous availability & quick access to the intervention • Similar implementation across students • Low effort by classroom teachers • Intervention is consistent with schoolwide expectations Office of Special Education Programs (OSEP, 2005)

28. Key Features of Tier 2 Interventions • Criteria for access to Tier 2 interventions is clearly established • All staff trained on how to make a referral, and how to implement the intervention • Data are used continuously to monitor progress and to determine when a student will exit the intervention or when supports will be intensified. • System for communicating with participating student, staff and families is developed Office of Special Education Programs (OSEP, 2005)

29. Response to Intervention RtI

30. Social Skills

31. Newcomer 2010

32. The Power Of Teaching • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? … remove? … punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy (pbismaryland.org)

33. Misbehavior = Learning Error Students learn appropriate behavior in the same way they learn to read – through instruction, practice, feedback, and encouragement.

34. Critical Features of Social Skills Group Intervention • Student selection • Selecting/identifying curriculum • Training social skills instructor/s • managing the group- providing modeling and feedback • Providing effective instruction-targeting specific social skills deficits • Planning for generalization-additional supports to practice • Evaluating results

35. Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.

36. Implementation Plansa suggested, but not exhaustive list • Intervention: Name and purpose/outcome, lessons, video example, structured prompts for what to do during the day • Intervention Guide (Description, Entry Criteria, Progress Monitoring, Exit criteria) • Implementers: Identification, Training & Support • The intervention organized around SW expectations or SW academic goals • Timeline • the intervention available for students to enter at any time • When students are identified for the intervention do they begin the intervention within 3 school days of determination

37. Students: orientation materials available for students entering the intervention, receive positive feedback from staff on a daily basis, have daily opportunities to use their new skills Strategies for connecting to home, school & community: parent notification, parent training, a weekly check-in with the student’s family Orientation materials available for staff/substitutes/volunteers who have students using the intervention Routine for sharing with staff (social validity, intervention, data, etc.) Evaluation: student outcome data, social validity, treatment integrity, progress monitoring, maintenance and generalization FAQ and the answers

38. Intervention Guidelines

39. Elementary Level: Secondary Intervention 39

40. Description of Intervention • A brief descriptive of • How often, Length, and Duration • Who is involved • What outcomes • Considerations for Research Validated Curriculum • Developmental • Age Expectations • Culturally Relevant • Values are reinforced by child’s peer • Situational

41. Entry Criteria Assessment of Skill: • Screener 3X a year • Direct Observation • Office Discipline Referrals (behavior specific) • Classroom Minor Reports • Report Card • Attendance/Tardies • Teacher Referral • Skill deficit versus performance deficit

43. Monitoring the Intervention • Data (Daily, Weekly, Monthly) • Daily Progress Form Goal • ODRs • Minors • Attendance/Tardies • Grades • Data Decision Rules inform: • Adjusting/Modifying • Discontinuing • Graduating

45. Exit Criteria • What student outcome do you intend to impact? • Related back to your Decision Rules of “Student Response to Interventions” • How much of the progress monitoring is a part of this criteria? • Time bound - (ex: 4 weeks of meeting criteria) • Transition Plan- How will we fade out/transition students

46. Planning for Generalization Key feature of Social Skills Instruction: • Teaching behavior in context and with a plan for it to be utilized in a variety of settings • Signs and cues used by staff to prompt for the desired behavior throughout settings • Behaviors are being adapted to produce similar outcomes in different environments • Reinforcers need to be transferred through out environments • Continuous progress monitoring

47. Examples