Using the RTI Process To Develop Individualized Positive Behavior Support Plans How RTI Teams Work Together to Link the RTI Process and Positive Behavior Support Plans Presented at the RtI Summer Institute Grand Island, Nebraska July 3-31, 27 Dr. Susan Lindblad, School Psychologist Molly Elge, M.S., Behavioral Consultant Objectives Participants will understand how to use the RtI process when working with students who present problem behavior(s) Participants will understand how the functional assessment of problem behavior drives the positive behavior support plan Participants will follow the RtI process and positive behavior support plans developed for several students What is RTI for Behavior? Many evidenced-based interventions for behavior are available; they include methods based on applied behavior analysis (e.g., reinforcement), social learning (teaching expected behaviors through modeling and role playing), and cognitive behavioral methods to teach thinking skills such as problem solving, impulse control, and anger management. The RTI focus on regular objective assessment helps us to decide whether to maintain, modify, intensify, or withdraw an intervention (Sprague, 24) What is RtI for behavior? (in layman s terms) Uses evidence-based interventions to help students change behaviors RTI documents a change in behavior as a result of intervention(s) Uses the same three-tiered approach logic as is used for academic issues RtI Continuum of Services Four themes related to RTI and Behavioral Supports Intensity of Level 3 Intensive Le vel 2 Supplementary Level 1 Core Classroom Decision rules Decision rules Behavioral (and academic) interventions are based on the intensity of the presenting problem. RTI provides the basis for changing, modifying, or intensifying interventions. Evidence-based practices are used for selecting interventions and for evaluating the effectiveness of the interventions and the degree of fidelity with which it is applied. Social validation is the final, critical component to positive behavioral supports. 1
Level One Primary s Universal s applied to everyone to the same degree, used to keep problems from emerging School wide discipline plan School wide social skills instruction School wide teaching on conflict resolution, violence prevention, bully prevention, etc High and consistent behavior expectations Researched-based methods for behavior training Teacher and parent consultation Level 1: How Well Are We Doing? Is our Building Level Behavior Plan working? What data define the effectiveness of school-wide discipline plans? What is the relationship between targeted student performance and school-wide or classroom-level data? Building Level Behavior Referral Analysis Building Demographics Gender Male 5% Female 5% Race White 62% Hispanic 24% African Am. 12% Other 2% SES Low SES 38% Percent of Referrals 7 6 5 4 3 2 1 Male Female Behavior Referral Analysis White Hispanic African Am Other Low SES Building Referral 6 5 4 3 2 1 August Example from Florida Dr. George Batsche September October Number of Office Referrals November December January February March April May 25-26 26-27 Teacher/Parent Level 1 Plan Student: Molly_ Student #: ##### of Birth: 1/1/2 School: GIPS Teacher/Grade: Mrs. Smith-1st Grade Molly Behavior Chart Parent: Mom and Dad of Initial Conference: 11/6/6 Student is currently on an IEP with goals in the area(s) of No IEP Define the specific problem(reason for conference with parent): Molly is a 1 st grade student in a class of 17. She has problems following directions, talking out of turn, and distracting others with her off-task behaviors. This student currently. Is at task 62% of the time A typical peer is currently is at task 87% of the time Reasons why this problem may be occurring with data attached (problem analysis): Molly appears to be seeking attention from both the teacher as well as her peers. Develop a plan (recommendations/strategies): Mrs. Smith will conduct a classroom wide behavior management strategy. She created charts for each student, consisting of 2 blank spaces. The students decorated their own charts in order to increase buy-in. Mrs. Smith will provide intermittent reinforcement for all students by giving them a star to put in one of the 2 blank spaces. She will do this 1 times per day. Stars will be awarded for following directions, raising hand before talking, and working on the assigned task. She will assure that Molly receives specific verbal praise for the above also. When the charts are filled with stars then the student will earn 15 minutes of computer time. How will student progress monitoring data be gathered? The teacher will keep track of the number of stars Molly receives each day out of 1 possible. Next Meeting date to discuss results of the plan 11/27/6 (Not to exceed 2 weeks) Percent Mayra Behavior Chart 12 Change Class Strategy 1 8 6 4 2 11-13-6 11-15-6 11-17-6 12-19-6 12-21-6 1-8-7 1-1-7 2-28-7 3-27-7 4-26-7 5-15-7 % Smiles Linear (% Smiles) 2
Level Two Secondary s s applied to students identified with marked behavior difficulties and whose response to Level 1 intervention places them at risk for greater problems May include 5% - 1% of students Small group instruction differentiated by skill Generally includes the initiation of a Functional Behavior Assessment Level 2: How Well Are We Doing? What are the top 5 Behavior Referrals in your classroom, building, or district? These are the areas that school psychologists or behavior consultants need to address with small group skills training. Individual Student Examples Current Level of Performance = 35% Benchmark = 75% Peer Performance = 4% GAP Analysis = 4/35 = 1.1 NO significant GAP Use Level 1 Current Level of Performance = 35% Benchmark = 75% Peer Performance = 8% GAP Analysis = 8/35 = 2.28 Significant GAP Use Level 2 Referral Type Determining Level 2 Needs Number of Referrals 18 16 14 12 1 8 6 4 2 Not Follow Instructions 26-26 Office Referrals Not Pay Attn. Aggression Talking Out Not Complete Work Type of Referral Other 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter TOTAL Response to Student Tracking Form-Level 2 Student: Annie School: GIPS Teacher: Mrs. Smith student brought to RTI Team: 11/6/6 Annie Behavior Sheet Meeting 1: : 11/27/6 Annie continues to have problems following directions, attending to the task, and talking out of turn. Home and school have been communicating regularly via a home-school notebook. School psychologist completed an observation. Annie is on-task approximately 6% of the time, compared to the class average of 85%. New Information: School Psychologist is working on an individualized behavior management plan for Annie. Next Meeting and Time: 11/16/6 Meeting 2: : 12-11-6 Activity Annie Daily PointSheet Raises Hand Attend to Task (No call outs) (No playing with Objects) Follow Directions (Say OK and do it right away) O. K. Dicussion: A behavior plan is to be implemented today. Will hold off on making any changes. Next Meeting and Time: 1-8-7 8: 9: Meeting 3: 1-8-7 Dicussion: The positive behavior support plan was implemented with significant success. Annie s on-task behaviors have increased to approximately 85%, which is in line with the class average. The behavior plan is to be discontinued as Annie s behaviors are continually monitored. New Relevant Data: Next Meeting and Time: 2-15-7 9: 1: 1: 11: 3
Annie Level 2 Annie Prosocial Behaviors Behavior Chart Annie Behavior Graph Percent of Time 12 1 8 6 4 2 Baseline PBSP Return to Level 1 At-Task Out Seat Touch Vocalize Play Look Noise Aggression Linear (At-Task) Percent of Smiles Earned 12 1 8 6 4 2 Base line PBSP Return to Level 1 Raises Hand Attend to Task Follow Directions Linear (Attend to Task) 11-21-6 11-22-6 11-23-6 12-1-6 12-6-6 12-11-7 1-9-7 1-17-7 1-25-7 1-29-7 2-6-7 2-14-7 2-22-7 2-26-7 3-15-7 3-27-7 4-3-7 12-1-6 12-5-6 12-11-6 12-18-6 12-2-6 1-9-7 1-25-7 2-1-7 2-14-6 2-26-7 3-27-7 Bobby Level 2 Bobby Behavior Graph Bobby Prosocial Behaviors Bobby Behavior Graph Percent of Time 6 5 4 3 2 1 Base line PBSP On Task Out Seat Talking Playing Looking Linear (On Task) Percent of Smiles Earned 12 1 8 6 4 2 Base line PBSP Discontinue Plan Raise Hand Attend Follow Directions Linear (Attend) 11-21-6 11-27-6 12-1-6 12-4-6 12-11-7 1-9-7 1-17-7 1-24-7 1-29-7 2-6-7 2-11-7 12-1-6 12-5-6 12-11-7 12-18-7 12-2-6 1-9-7 1-25-7 2-1-7 2-11-7 Functional Behavior Assessments Are Certainly NOT Optional The Standard of our Profession National Institute of Health State Laws and Regulations IDEA President s Commission on Excellence in Education Purpose of the FBA To determine empirically the relationship between the variables controlling the behavior and subsequently to modify these behaviors. Definition: An on-going method for identifying the variables that reliably predict and maintain problem behavior. Can be addressed by any team member, although is usually the school psychologist. 4
Airplane Video O Neill s Book Primary outcomes of the FBA Clear description of the problem behavior as well as replacement behavior Identification of stimuli that predict when the problem behaviors will and will not occur Identification of consequences that maintain the problem behaviors Development of hypotheses regarding the function of the behavior. Collection of data to test the hypothesis Examples Carla is unable to remain in her seat because the peers reinforce her for getting out of her seat more than the teacher reinforcers her for staying in it. WHEN Carla is out of her seat THEN she is reinforced by peers at a higher ratio than by the teacher when she is seated. Carla is reinforced frequently by peers for out of seat behavior. Her teacher provides more negative feedback for out of seat behavior than positive feedback for in seat behavior.???? Behavioral s Evidenced Based s fall under four broad theoretical categories: Applied Behavior Analysis Social Learning Theory Cognitive Behavior Therapy Neobehavioristic S-R Theory Applied Behavior Analysis Skinner s Operant Conditioning Examines functional relationship between antecedents, behaviors, and consequences Goal is to determine the function that the problem behavior serves in a specific situation so that more socially appropriate replacements behaviors that serve the same function can be found and utilized. Most school-based interventions utilize ABA techniques 5
Other Evidence Based Theories Social Learning Theory Bandura Vicarious learning, reciprical determinism Cognitive Behaivoral Theory Goal to change maladaptive cognitions Common in treatment of affective disorders Neobehavioristic S-R Theory Based on classical conditioning Common in treatment of anxiety disorders School Based s The bad news: Are not chosen for empirical support or functional assessments Are often chosen due to: Personal Preference I like that one Popularity Everyone else does this Ease of Implementation This one is easier WE WILL EACH BE RESPONSIBLE FOR CHANGING THIS!!! Level 3: Tertiary s s applied to students who have chronic behavior problems. Students select themselves by not responding to interventions at Level 1 and Level 2. s are more labor intensive, complex, intrusive, and possibly costly. GAP continues to widen or with no change in difference. Use of individualized problem-solving, diagnostic procedures, and intensive interventions. Commitment to find interventions that work prior to making a decision regarding entitlement. Level 3: How Well Are We Doing? One school psychologist was added to the 14 elementary school teams in order to increase assistance at Level 2 Referrals to the Behavior Team decreased from 23 in 25-26 to 17 in 26-27 (27% decrease) Alternative placements dropped from 27 in 25-26 to 24 in 26-27 (12% decrease) Level 3 Behavior Referrals Based upon your experience, what types of behaviors are the most frequently referred for Level 3 interventions? Verbal aggression? Physical aggression? Impulsivity? Attention problems? Work completion problems? Anxiety/Depression issues???????? Support plans should be developed based on student need and staff skills All intervention plans should have intervention support Principals should ensure that intervention plans have intervention support Teachers should not be expected to implement plans for which there is no support 6
Steps to Ensure Support Johnny: Level 3 Student Pre-Meeting Review intervention steps Determine logistics First 2 Weeks 2-3 meetings per week Review intervention Revise as necessary Following Weeks Meet at least weekly Review intervention Discuss revisions Approaching Benchmark Schedule for intervention fading Problem Behavior: Johnny is a first grade student who is exhibiting problem behaviors. He is very impulsive and acts without thinking. He will get into others personal space(touching), he doesn t stay on task(plays with materials at desk), he gets out of his seat several times during a lesson(2 minute lesson -out of seat 6 times), he will talk out trying to get the teacher s attention while she is teaching(2 minutes lesson-5 talk outs). Level: s *Johnny s parents worked with him at home for 1 minutes at a time on reading poems. *Johnny s parents tallied number of redirections needed to keep him seated and on topic. Level 2: s *Classroom teacher implemented daily notes to go between home and school. *Staff avoided verbal confrontation with Johnny until he was calm. *Self Directed Time-Outs PROBLEM IDENTIFICATION Concern #1,2,3, or 4: Behavior 2/15/7 (Circle one) (Major Goal Area) Tasks to Complete Johnny s Guided Reading Tasks Present Level of Performance This student currently Is still off task a great deal and gets frustrated easily when he doesn t do his work like he thinks he should. Find 3 friendly readers A typical peer currently Hypothesis We think this problem is occurring because Johnny lacks the appropriate structure during Guided Reading. It is difficult for Johnny to stay focused for long periods of time. Do Center 1 Actions Needed Prior to (s) Given what you assume through your hypotheses, does the team need further data or actions in order to design interventions? Do Center 2 No X Yes If so, lit below and record who is responsible 1.Continued consultation with the Bx Consultant Person_ Mrs. Stoeger/RtI Team 2 Person 3. Person Selection of (s) For each hypothesis brainstorm interventions and ran those that are workable and manageable. Record the top ranked interventions on the spaces below. Decide who is responsible, when it will happen, and supports necessary to make it work. Johnny s Choices 1. Play Math Smart Center with a friend Possible s 1. Structured Guided Reading Tasks_ 2. Implement Smiley Face Sheet 3. Implement Bx Support Para-6 weeks. Start March 12. Who/When/Supports Mrs. Stoeger Mrs. Stoeger Mrs. Schank 2. Draw 3. Pick a book or your choice to read Johnny Behavior Sheet Activity Calendar Stations G. Reading Group Johnny s Behavior Report Sheet Keep Body Parts to Myself Focused Attention Stay in my Area Expected Outcomes Out expectations for the structuring the Guided Reading Tasks were to lessen or eliminate teacher disruptions. To start, we wanted Johnny to earn 21 smiley s out of 33 a day. He needed to earn 7 smiley s per behavior. 7
Conflict Resolution Concern Follow-Up EVALUATION DECISION of Review 3/29/7 1. Approach the situation calmly and rationally. Concern # 1,2,3, or 4: Behavior (Circle one) (Major Goal Area) Was the intervention plan implemented as written? X Yes No Parents are very involved and supportive Is there any new information that has impacted progress (positively or negatively)? Johnny has done a nice job with behaviors with paraprofessional support. What does the graphed data suggest? Behavioral paraprofessional support is helping. Johnny needs a break during the AM and PM to get movement. X Is the student making adequate progress? Yes No If progress is adequate: 2. Listen to others involved. 3. Express your opinions. 4. Acknowledge other points of view. 5. Express willingness to negotiate and compromise. 6. Help arrive at a mutually beneficial resolution. X Continue as is X Modify interventions Modify monitoring If progress is not adequate: Hypothesis revision revision Anger Control Hypothesis Revision We now think negative behaviors are occurring because Johnny cannot self-regulate his emotions and can be very inflexible with his thinking. Revision Possible s Who/When/Supports 1. Continue Smiley face sheet Mrs. Schank, Mrs. Stoeger, Johnny 2. Bx para will work on Boys Town Skills Mrs. Schank, Johnny with Johnny-conflict resolution, anger control, expressing feelings, accepting consequences, accepting No for an answer, following instructions. A copy of the skills will go home to parents as well. 3. Take 5-7 minute walks in the AM/PM Mrs. Schank, Johnny 1. Listen to what is being said to you. 2. Monitor your body and your breathing. 3. Tell yourself to breathe slowly and deeply. 4. Relax your tense body areas. 5. You may need to ask for a few minutes alone. 6. While alone, continue to relax. Expressing Feelings 1. Remain calm and relaxed. 2. Look at the person. 3. Describe your current feelings. 4. Avoid statements of blame and profanity. 5. Take responsibility for feelings you are having. 6. Thank the person for listening. Accepting Criticism or a Consequence 1. Look at the person. 2. Say Okay 3. Don t argue. Accepting No for an Answer 1. Look at the person. 2. Say Okay. 3. Stay calm. 4. If you disagree, ask later. Expected Outcomes The behavioral support para worked with Johnny daily on the Boys Town Skills. We expected Johnny to start using the coping skills he was learning when he became frustrated. Following Instructions 1. Look at the person. 2. Say Okay. 3. Do what you ve been asked right away. 4. Check back. Ongoing Evaluation Johnny s team met every 4 weeks to discuss progress and concerns. Before the end of school we had Johnny start graphing the results of his smiley face chart and keep track if he made his daily goal. For the summer we had Johnny s parents continue his smiley face chart(as appropriate for the summer). # of Smiley's Johnny Level 3 : Stay in My Area Stay in My Area 11 1 9 8 7 6 5 4 3 2 1 Baseline 2-19-7 2-23-7 3-1-7 3-14-7 3-21-7 3-27-7 4-2-7 4-11-7 4-17-7 4-23-7 4-27-7 5-3-7 5-9-7 5-15-7 5-21-7 Stay in My Area Linear (Stay in My Area) 8
# of Smiley's Johnny Level 3 : Focused Attention 11 1 9 8 7 6 5 4 3 2 1 Baseline Focused Attention 2-19-7 2-23-7 3-1-7 3-14-7 3-21-7 3-27-7 4-2-7 4-11-7 4-17-7 4-23-7 4-27-7 5-3-7 5-9-7 5-15-7 5-21-7 Focused Attention Linear (Focused Attention) # of Smiley's Johnny Level 3 : Keep Body Parts to Myself Baseline 11 1 9 8 7 6 5 4 3 2 1 Keep Body Parts to Myself 2-19-7 2-23-7 3-1-7 3-14-7 3-21-7 3-27-7 4-2-7 4-11-7 4-17-7 4-23-7 4-27-7 5-3-7 5-9-7 5-15-7 5-21-7 c Keep Body Part to Myself Linear (Keep Body Part to Myself) What have we learned? Questions? In God We Trust, All Others Must Have Data s demand integrity Consistent monitoring Training is crucial Adhere to RTI guidelines Communicate with team Every Student, Every Day, a Success Presentation Available at www.gips.org Go to: Buildings and Programs, then District Programs, then CNSSP Download: Using The RTI Process To Develop Individualized Positive Behavior Support Plans 9