Individual Student Systems

1. Individual Student Systems Day 5, Section 10 August 16, 2016

2. Acknowledgements • pbis.org • Flint Simonsen (pbiswashington.pbworks.com)

3. Review

4. Intensive MTSS Continuum of Support for ALL • Targeted Math Science Label behavior… NOT people Spanish • Universal Reading Soc skills Soc Studies Basketball

5. Problem-Solving Steps • Define the problem(s) • Analyze the data • Define the outcomes and data sources for measuring the outcomes • Consider 2-3 options that might work • Evaluate each option • Is it safe? • Is it doable? • Will it work? • Choose an option to try • Determine the timeframe to evaluate effectiveness • Evaluate effectiveness by using the data • Is it worth continuing? • Try a different option? • Re-define the problem?

6. School-Wide Positive Behavior Support Social Competence, Academic Achievement, and Safety OUTCOMES Supporting Staff Behavior Supporting Decision-Making SYSTEMS DATA PRACTICES Supporting Student Behavior

7. Overview of Individual Student Systems Simple Solutions Won’t Work for Complex Problems

8. Purpose To describe considerations and procedures for developing and sustaining individual student systems

9. Problem Educators report that they are unable to educate individual students with significant problem behaviors

10. Review - Tier 2 Intervention • An intervention (or set of interventions) known by all staff and available for students during the school day • Interventions that provide additional student support in academic, organizational, and/or social support areas

11. Level 3 – Individualized Behavior Support Plans

12. Review - Tier 3 intervention • An intervention (or set of interventions) customized to the unique needs of one child • Based on the hypothesized function of the child’s behavior • Designed to consider school/home/community variables when possible

13. Factors and Challenges to ISS Problem behaviors are high intensity and/or frequent Too many students display significant problem behavior at any one time Problem behaviors are disrupting learning and teaching environments Problem behaviors are difficult to understand Interventions are ineffective Insufficient number of minutes to collect information, conduct meetings, implement and monitor plans Continued

14. Factors and Challenges to ISS continued Administrative leadership and support is lacking, unavailable, or underdeveloped Staff are unable or untrained to implement interventions, and lack opportunities for continuous and applied professional development Overemphasis on form, policy, or regulation rather than on process Lack of continuum of positive behavior support

15. Requirements for Individual Student Supports Behavior must be considered within context in which it is observed

16. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult Three Functions of Behavior

17. Understanding Behavior Problems • Negative reinforcement hypothesis • Positive reinforcement hypothesis • Sensory stimulation hypothesis • Communication intent

18. Requirements for Individual Student Supports Behavior must be considered within context in which it is observed As intensity of problem behavior increases, so must intensity and complexity of functional behavioral assessment and behavior support planning process

19. Testable Hypothesis Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

20. 0 Setting Event • Factors that make problem behavior worse (more likely to occur, more intense) • e.g., illness, fatigue, social conflict, change in routine…….. • Factors that change value of current reinforcers • e.g., verbal praise less effective, peer attention more influential, escaping work more desirable…….

21. Requirements for Individual Student Supports • Individuals who develop and implement behavior support plans must be behaviorally competent and able to… • Conduct fluently functional assessment-based behavior support planning • Facilitate efficient development, implementation, evaluation of behavior support plans • Collect and analyze student performance data • Develop academic and social behavior support plans that are based on research validated practices

22. Requirements for Individual Student Supports continued Decisions regarding effectiveness and efficiency of implementation of behavior support plan must be based in data Efficiency and effectiveness of implementation system of individual student support are related directly to effectiveness and efficiency of school-wide behavior support systems for all students, staff and settings

23. Requirements for Individual Student Supports continued The longer problem behavior has been occurring, the more resistant it may be to intervention Staff need sustained and effective support to respond effectively and efficiently to significant problem behavior Efficient team-based approach and process to problem-solving must be in place

24. Tier 2/3 Team Membership – Critical Features • Someone skilled in function-based assessment, behavior support planning and implementation • Someone skilled in data-based decision-making for individual student progress • Administrator • Staff who know the student(s) • Family members

25. No Heroes ……Thanks Anyway • Do not try to provide support in isolation • We do not want heroes • We want self-managers; work your way out of the manager role • It takes a team • If you already know it, challenge yourself to explain or teach it to someone else

26. Process for Establishing Tier 3 System • Establish Behavior Support Team to guide/lead process • Secure and establish behavioral competence within school • Develop three level system of school-wide behavior support • Primary interventions • Secondary group interventions • Tertiary interventions

27. Review – Primary Interventions • School-wide discipline system for all students, staff, and settings that is effective for 80% of students • Clearly and positively stated expectations • Procedures for teaching expectations • Continuum of procedures for teaching expectations • Continuum of procedures for encouraging expectations • Continuum of procedures for discouraging rule violations • Procedures for monitoring and modifying procedures

28. Review – Secondary Interventions • Specialized group administered system for students who display high-risk problem behavior and are unresponsive to primary interventions • Functional assessment-based intervention decisions • Daily behavioral monitoring • Regular and frequent opportunities for positive reinforcement • Home-school connection • Individualized academic accommodations for academic success • Planned social skills instruction • Behaviorally-based interventions

29. Tertiary Interventions • Specialized individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions • Simple request for assistance • Immediate response (24-48 hours) • Functional behavioral assessment-based behavior support planning • Team-based problem-solving process • Data-based decision-making • Comprehensive service delivery derived from a wraparound process

30. Process for Establishing Tier 3 System • Establish data decision system for matching level of intervention to student • Simple and direct request for assistance process for staff • Data decision rule for requesting assistance based on number of major behavioral incidents

31. Process for Establishing Tier 3 System • Establish a continuous data-based system to monitor, evaluate, and improve effectiveness and efficiency • Are students displaying improved behaviors? • Are staff implementing procedures with high fidelity? • What can be modified to improve outcomes? • What can be eliminated to improve efficiency?

32. Functional Based Assessment (FBA) Use FBA to develop individualized behavior support plans

33. FBA Process Satisfactory Improvement in Behavior Develop Behavior Support Plan Yes Yes High Confidence in Hypothesis? Conduct Preliminary FA Monitor & Modify BSP Regularly No Start No Develop Behavior Support Plan Conduct Full FA

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38. Desired Alternative Typical Consequence Summary Statement Points, grades, questions, more work Do work w/o complaints Problem Behavior Triggering Antecedents Maintaining Consequences Setting Events Non-compliance, profanity, physical aggression Lack of peer contact in 30 minutes Avoid task, remove from class Do difficult math assignment Acceptable Alternative Ask for break, ask for help

39. Desired Alternative Typical Consequence Summary Statement Problem Behavior Triggering Antecedents Maintaining Consequences Setting Events Acceptable Alternative

40. Make a Plan • Write down what the adult will do when student… • Behaves appropriately • Engages in minor problem behaviors • Engages in major problem behaviors

41. Teach and Reinforce • Pick replacement behavior • Teach • Provide reinforcement for functionally equivalent alternative behavior • Student gets (consequence) what he/she wants for doing (behavior) what you want

42. Considerations in Choosing Alternative Behaviors • Choose a more efficient behavior than problem behavior • Consider effort, immediacy, and consistency of “pay off” • Choose a behavior that is appropriate for learner and context • Student can understand what is expected • Behavior is already in repertoire or approximation, and • Easy to learn – achievable • Initially teach sequential behavior, and • Break into small, progressive steps

43. Plan Implementation • Be consistent across people, places, and time • Implement for 10 consecutive school days • Use data to evaluate plan effectiveness • Problem-solve and modify as necessary • Plan for “graduation” from Tier 3 as appropriate

44. For Problems Bigger Than the School Environment • Dual Diagnosis (special education and mental health disorders • Family Issues (abuse, neglect, conflict) • Complex Trauma • Drugs (legal and illegal)

45. All of the above…and more • Do what you can do (focus on controllable factors) • Look for interagency/community cooperation • Avoid “admiring the problem” • Individualize and plan for the long haul

46. Schools are de facto Mental Health • 70% of all children who receive mental health services, receive them from their school • Only one-third of students with clearly identified mental health needs receive services

47. School Mental Health • Evidence-based practices exist • Limited implementation of available empirically-supported practices within schools • Position constraints (psychologists as evaluators; counselors as academic advisors) • Lack of systems to support work

48. Wraparound Principles Strength-based family leadership Team-based Flexible funding/services Individualized Perseverance

49. Wraparound Principles continued Outcome focused Community-based Culturally competent Natural supports Collaborative

50. And If That Doesn’t Work… Reset to Problem-Solving Reset as Necessary