Behavior Response Support Team: Implementation of a Collaborative Behavior Response Team Model to Support PBIS

Transcription

1 Behavior Response Support Team: Implementation of a Collaborative Behavior Response Team Model to Support PBIS Grace Wayman, M.Ed. Kristen Stokes, M.Ed. Natalie Jensen, B.A. Andrea Miller, LCSW Kristin Kladis, M.Ed. Leanne Hawken, Ph.D. Aaron Fischer, Ph.D. John Davis, Ph.D. 1

2 Objectives: Participants will: 1. Understand the collaborative efforts of the Behavior Response Support Team (BRST) Project 2.Learn about behavioral interventions used in the BRST Project 3. Practice several Tier 1 and Tier 2 classroom management strategies 2

3 Overview and Demographics 91 schools nearly 68,000 students 333 square miles 7,000+ employees 48% minority student population 56% eligible for free or reduced lunch 160+ languages spoken 33% English language learners Granite School District Salt Lake City, Utah 3

4 The Granite Way Fidelity to the core Use of instructional framework Use of instructional and assessment tools Professional Learning Communities (PLC) Multi-Tiered System of Support (MTSS) 4

5 District Wide Data at a Glance 5

6 The Result Behavior Response Support Team (BRST) 6

7 Collaborative Approach Multi-year partnership with Granite School District (GSD) to build capacity within GSD to independently support the needs of GSD students through a Behavior Response Support Team model. The primary goal of this partnership is to support the behavioral needs of general education students within the district. 7

8 Current Year 5 Elementary Schools Intensive Implement Tier 2 interventions (teachers and staff) Conduct Functional Behavior Assessment (FBA) Develop Behavior Support Plan (BSP) Coach teachers to implement BSP Identify students - Student Support Process (SST) 15 Elementary Schools Targeted Thinking Functionally professional development Classroom management assessment (consultant-report) Brief coaching for teachers Behavior Health Assistants (BHAs) 63 Elementary Schools Universal Interactive learning modules - positive behavioral classroom 8 management Classroom management assessment (self-report)

9 Behavior Response Support Team University of Utah Educational Psychology and Special Education Faculty, graduate students, district leadership team provide: Training Coaching Systems & materials creation 9

10 GSD Behavior Response Support Team 10

11 Responsibilities of Graduate Students Deliver Professional Development to teachers and support staff In-person Modules Work with individual teachers to provide training around tier 1 and 2 supports Collect class level and individual student baseline and progress monitoring data Deliver problem solving consultation to teachers around individual students and whole class concerns (Kratochwill, Altschaefl, & Bice-Urbach, 2014). Provide behavioral skills training to teachers around effectively implementing interventions Attend school meetings Positive Behavior Support Team Student Study Team (SST) Systems and material creation 11

12 Rating of Effective Teaching Rubric Rating scale 0 3 (components implemented) Example of components: Classroom rules posted Teacher verbally acknowledges compliance of rules Teacher tracks rule violations Percentage of points earned/points total for teacher rating RET-R is done by an objective observer, similar to the Systems Evaluation Tool (SET) Singletary, L. (2012) 12

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14 Components of a Successful Classroom Teacher self-rating measure Rating of In Place, Somewhat in place, and Not in Place Examples of Components: Classrooms rules/expectations posted Rules systematically taught and reviewed? At least a 4:1 ratio of positive/negative consequences Components of a Successful Classroom 14

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16 Bringing Behavioral Supports Into the Classroom Tier 1 and 2 Supports 16

17 Tier 1 Interventions Positive Vs. Negative/Corrective Interactions Opportunities to Respond (OTR) Group Contingencies The Good Behavior Game (Barrish, Saunders, & Wolf, 1969) Class-Wide Function-Related Intervention Teams (CW-FIT) (CW-FIT - University of Kansas. (n.d.). Retrieved July 11, 2016, from Whole Class Social Skills 17

18 Opportunities to Respond More attentive & on task Increased retention of academic content Reduced behavior problems Monitor student response: 1) adjust lesson as needed 2) corrective feedback 3) increase opportunity to acknowledge correct responses (esp. LD & ED)

19 Strategies Strategies for increasing student response: Oral - choral, partner, team, individual Written - response cards, whiteboards Action - touch/point, act out, gestures, facial, hand signals Technology classroom response systems

20 The Good Behavior Game What is the Good Behavior Game? Tier 1 Intervention (whole class) Group contingency Positive reinforcement system Originally designed as reductive system. (points for inappropriate behavior), but remember: PBIS Effective Elements of the Good Behavior Game: Differential reinforcement of other (appropriate) behaviors Medium for increased feedback Public posting Opportunity for social skills practice (good sportsmanship) Barrish, H.H., Saunders, M, & Wold, M.M. (1969). 20

21 The Good Behavior Game Set-up Determine and pre-teach 3-5 classroom expectations Determine teams Determine method of public posting (usually on whiteboard) Determine time to play (60-80 minutes of instruction) Determine criteria for winning and reinforcers Playing the Game Teach expectations and game procedures Use attention cues to signal start of game Deliver points and feedback when students follow expectations (i.e. Sarah, thank you for keeping your eyes on me and staying on-task. You ve earned a point for your team! ) At end of game: count up points, announce winner, and deliver 21 reinforcement as soon as possible

22 The Good Behavior Game Variations / Addressing Barriers: Beat the teacher - Teacher can be on own team. If the teacher has more points than the student teams: no reward. Student saboteurs: Can be put on own team. All teams win: Minimum point criteria for all teams to access reinforcement. Reinforcers are not reinforcing: Change reinforcers, add mystery components. 22

23 Class-Wide Function-related Intervention Teams (CW-FIT) Classroom management system comprised of four research-based activities that improve class-wide engagement during academic instruction. CW-FIT includes: 1. Lessons teaching appropriate classroom behaviors and expectations, 2. Differential reinforcement through group contingencies, 3. Eliminating potential reinforcement for problem behaviors, 4. Self-management, help cards, and functional assessment. 23

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25 Student On-Task with CW-FIT 25

26 Tier 2 Interventions Check-in, Check-out (CICO) (Crone, D., Hawken, L., & Horner, R., 2010) Self-Monitoring Interventions Small Group Social Skills 26

27 Check-in, Check-out Student checks in with the CICO Coordinator in the morning Receives Daily Progress Report (DPR) and positive encouragement Teacher provides multiple feedback sessions throughout the day and scores DPR Student checks out with the CICO Coordinator at the end of the day Student takes the DPR home to get signed by parents Points are banked to exchange for access to reinforcers 27 (Crone, D., Hawken, L., & Horner, R. (2010). Responding to problem behavior in schools. The Behavior Education Program (2nd Edition). New York, NY: Guilford

28 Check-in, Check-out 28

29 Self-Monitoring Consist of a variety of techniques designed to help a student independently rate, regulate and reinforce their own behavior. Draw the student s attention to their own behavior by requiring the student to observe and track the occurrence (or nonoccurrence) of a target behavior. 29

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31 Student Self-Monitoring 31

32 Guided Practice Practice with a partner: 1. Create a class signal 2. Brainstorm ways to get more OTRs 3. Practice CW-FIT script 32

33 Wrap-Up The Good Behavior Game has really helped to provide a structure for math time. It has helped me enforce and teach the rules in a fun way. I like this intervention and will definitely continue to use it. In the beginning I was not sure if this intervention would work for my class. However, as I gave more positive statements the students responded and were more excited about following the rules. One of my kids with more severe behaviors has really responded to the game, his on task behavior has increased dramatically, and he has had far less Stop & Go time. The support is good for me. We are going to put things in place and it gives me hope. The students need that. Good to have extra eyes in here to keep me accountable. My more difficult behavioral students really respond to the competition aspect of this intervention. It has helped me have a positive way to teach the rules and reinforce good behavior. 33

34 Thank You! Grace Wayman, M.Ed. Kristen Stokes, M.Ed. Natalie Jensen, B.A Andrea Miller, LCSW Leanne Hawken, Ph.D. 34