Overview of Individual Student Systems

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

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

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

4. Factors and Challenges to ISS • Problem behaviors are high intensity and/or frequency. • 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.

5. Insufficient number of minutes to collect information, conduct meetings, implement and monitor plans. • 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. 10. Lack of continuum of positive behavior support.

6. Requirements for ISS • Behavior must be considered within context in which it is observed.

7. Problem Behavior Escape/Avoid Obtain Automatic Social Activity Social Activity Tangible Peer Adult Peer Adult 0 Three Functions of Behavior

8. 0 Understanding Behavior Problems • Negative Reinforcement Hypothesis • Positive Reinforcement Hypothesis • Sensory Stimulation Hypothesis • Communication Intent

9. Requirements for ISS • 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.

10. 0 Testable Hypothesis Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

11. 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….

12. 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

13. 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.

14. Tier 2/3 Team membership: Critical features • Someone skilled in function-based assessment, behavior support planning & implementation • Someone skilled in data-based decision making for individual student progress • Administrator • Staff who know the student(s) • Family members

15. 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.

16. 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.

17. Process for Establishing ISS • 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

18. 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

19. 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

20. 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

21. 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

22. 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?

23. FBA Process

24. 0 Desired Alternative Typical Consequence Summary Statement Points, grades, questions, more work. Do work w/o complaints. Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences Noncompliance, profanity, physical aggression, Lack of peer contact in 30 minutes. Do difficult math assignment. Avoid task, remove from class. Acceptable Alternative Ask for break, ask for help.