Advanced PBIS: Tier 2 and 3 Interventions

Transcription

1 PBS/RtI: 3-Tiered Prevention Model ~5% Tertiary Prevention: specialized & individualized strategies for students with continued failure ~15% Secondary Prevention: supplementary strategies for students who do not respond to primary Primary Prevention: school-wide or class-wide systems for all students and staff ~80% of Students Characteristics of Effective Classrooms Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related outcome measures that are to the being used Effective Classrooms have Teachers that...! Clearly specify goals and objectives! Explain, model, demonstrate all rules and concepts Use questioning to engage students Provide prompts and reminders throughout lesson Provide high levels of appropriate feedback specific praise corrective feedback low rates of criticism abri/training.html Schedule Arrival Times Consistent Times Sequencing and Length of Activities Planned Clean-up/Transitioning Routine Productive Learning Times Early Explaining Changes Advance Organizers 1

2 Advance Organizers 9:00-9:30 spelling!! -page 23 9:30-9:40 restroom break 9:40-10:30 math! -workbook p :30-11:15 music! -walk quietly 11:15-11:25 wash hands 11:25 walk to lunch 11:30-12:30 lunch and recess Public display Consistency Prompts Physical Arrangement Seating Teacher s desk Students desks Sight lines Teacher positions Traffic Flow Associated activities (e.g., pencil sharpening, getting water, using the bathroom, beginning and end of day) Proximity Consideration of the teacher s placement in the room in relation to the students. Movement Continue moving around room and maintain frequent close proximity to all students Approach Hovering near to a particular student or area Effective Instructional Strategies Modeling Show and tell students what it is that is expected under specific circumstances. Do not assume that they know and can. Opportunities to Respond (OTR) Asking questions - Group (choral) or individual responses (evidence says mixed) Requests for student behavior Prompts and Cues - Verbal and Gestural - Precorrection Teaching Respect Respecting Others WHAT YOU SAY TO OTHERS Use nice words and actions Examples: please, thank you, may I, excuse me Non-Examples: put downs, name calling HOW YOU SAY THINGS Use a pleasant tone and volume of voice Examples: calm voice, quiet voice, explain Non-Examples: yelling, growling, arguing Check-In Check-Out WHAT YOU LOOK LIKE Show that you are calm and interested Examples: open posture, nodding, eye contact, personal space Non-Examples: in someone s face, rolling eyes, mad face, shaking head, fists 2

3 What each student experiences at start of their school day: greeted (positive, personal, glad to see you) scanned (ready to go to class?) readiness check (books, pencils, etc?) gets form (prompt for positive interaction) Date 0 = No 1= Good 2= Excellent Daily Progress Report Student Teacher Be Safe Be Respectful Be Your Personal Best Teacher Keep hands, feet, and objects to self Use kind words and actions Follow directions Working in class initials Class Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today % Goal % School 1 Parent & Teacher Rating of BEP Acceptability (Median Score) Student Parent Teacher Effective Social Skills Instruction at School Improves Academic Performance Easy to Participate Worth Time & Effort Would Recommend to Others Social Skills Process 1. Explain what and why 2. Model with verbal prompts 3. Engage with students 4. Allow students to practice simply 5. Set up role plays and coach 6. Use novel scenarios for practice 7. Facilitate generalization Assessing predictable relationships between the environment and behavior F B A Involves gathering information from all those who know student Predict when/where behavior problems will occur Determine why problems occur The purpose is to get the information necessary to create a successful plan 3

4 FBA in Schools: What We Know Function matters We can identify function of behavior in public school settings Antecedent and Consequence-based interventions work when considered in light of function There are people in the school system that can do FBA Other... Teaming, indirect, parent involvement, experts, etc. Simplified FBA Simplify Vernacular In special education we o7en use acronyms or terminology that are difficult for others to understand. Just using the term function may be less effective than saying how behavior meets a student s needs or how behavior helps the student communicate or why they d want to do it or purpose or what s in it for them? Simplify Rationale Simplified rationale If we can predict it then we can prevent it and that will save time and effort The FBA is just the information we need in order to build an effective intervention plan Simplify Procedures What s the least amount we could do to make this student be successful? Prompting, Graphics, Coaching, Support ERASE! problem behavior Functional Pathways Explain - What is the problem?! Reason - What is he/she getting out of it or avoiding?! Appropriate - What do you want him/her to do instead?! Setting Condition Antecedent Trigger Problem Replacement Access or Avoid = reinforce Support - How can you help this happen more often? Evaluate - How will you know if it works? Assessment & Intervention Record QUESTION 1 WHAT IS THE PROBLEM? Referral Information 4

5 Assessment & Intervention Record Functional Pathways ERIC Setting Condition Antecedent Trigger Problem Replacement Access or Avoid = reinforce Reason for referral QUESTION 2 WHAT IS HE/SHE GETTING OUT OF IT? Place information from reports and observations in the columns below What happens immediately before and after the problem behavior? Problem Antecedents Problem Problem Consequences Teacher working with Humming Teacher attends to Eric student and then answers question Teacher moving about Yawning, hitting pencil classroom against paper Teacher attends to Eric and helps him with task Teacher working at Pounding on desk Teacher attends to Eric board and then grants request Independent reading time in the library Yells across the library Library teacher attends to Eric and answers question What happens immediately before and after instances of positive behavior? Positive Antecedents Positive s Positive Consequences Class discussion with Raises hand before Teacher and student directions to raise hand speaking attention and response Cooperative group work in library Uses appropriate tone of voice and refrains from noise making Student attention and work completion Assessment & Intervention Record When are you likely to see the problem behavior and what are the likely consequences? General Antecedents Problem s General Consequences Independent work time Disruptive noises Teacher attention & no direct teacher (answering questions, attention granting requests, etc.) FUNCTION Function of Does the problem behavior allow the student to access and/or avoid attention, tasks, items, or sensory stimulation? (Ex: When in math class, Bart engages in disruptive behavior to gain teacher attention) During independent work times in the classroom and when the teacher is not attending directly to Eric, he engages in noise making to access the teacher s attention to meet his requests. Developing Simple Individualized Intervention Plans Create a Testable Explanation 5

6 Developing a plan for creating an instructional environment that predicts positive behavior in place of problems Create environments that predict success Teach replacement behaviors Facilitate success Provide functional consequences for positive & negative behaviors Monitor effectiveness of plan BIP Time Functional Pathways Curriculum Setting Condition Expectations Routines Examples Engagement Antecedent Trigger Physical Arrangement Prompts Problem Replacement Functional Consequence Access or Avoid = reinforce Functional Consequence QUESTION 3 HOW CAN WE TEACH HIM/ HER A BETTER WAY TO GET THE SAME THING? Develop a Replacement QUESTION 4 WHAT ELSE CAN WE DO TO HELP THE STUDENT TO BE SUCCESSFUL? Design Instruction 6

7 Functional Consequences All positive consequences must either Meet the same function as the problem OR Provide a consequence that is larger and more reinforcing than the function of problem behavior All negative consequences must Deny the same function as the problem OR Provide an aversive that is more powerful than the function that the student receives Facilitate Success Effective Reinforcement Use the least amount necessary Approximate and/or pair with natural reinforcers Make part of routine and systems Eric: hand raising Pre-plan and teach consequences Continuum of Reinforcement Natural success Nod, wink, etc. thanks Public acknowledgement Token acknowledgement Privileges Tangibles Small to large Effective Punishment Use the least amount necessary Pre-plan and teach Use only with reinforcement for replacement behavior Should defeat function of problem behavior Continuum of Negative Consequences Correction Ignoring (extinction) Response cost (ability to gain and lose) Time out from reinforcement Overcorrection Positive practice Restitution Remove Privileges Corporal Punishment Small to large 7

8 The BIP includes: Summary Antecedents Expectations, time, environment, routines Instruction Curriculum, prompts, engagement, modeling Consequences Functional consequences for positive and negative behavior QUESTION 5 HOW WILL I KNOW IF IT WORKS? Monitoring What do we want to know? What s the simplest form of data that will answer our question? What s the simplest way for us to consistently collect that data? Who, when, how? How should we summarize data and communicate about the success of our strategy? Develop Measurement Plan Doctoral Program In Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human Development University of Louisville Louisville, KY t.scott@louisville.edu (502) Write an Objective 8