Tier 2 Behavior Supports for Students Who Struggle Jo. Anne M. Malloy, Ph. D. February 10, 2014
Agenda • Introductions- who we are • The science of evidence-based behavior support • Case Examples: Rundlett Middle School & Somersworth High School • Marcel: Design a behavior support plan • Discussion
Learning Objectives • Understand the major principles and features of Tier 2 supports with a PBIS Framework • Identify the role and functions of a Tier 2 Behavior Support Team
Our Norms Ø Ensure a way for everyone to participate Ø Bring an open mind Ø Listen to understand Ø Silence your cell phones and use them during breaks
Acknowledgements • George Sugai & Rob Horner, OSEP Center on PBIS • Lucille Eber, Illinois PBIS Network • Margie Borawska, School Psychologist, Rundlett Middle School • Kathryn Francoeur, UNH Institute on Disability
Your Objectives
Marcel • What are his behavior problems
Marcel? Step 1 • What may be events that “trigger” Marcel’s aggressive behaviors? Step 2 • How did the school respond to Marcel? Step 4 • What can the school do to teach those positive behaviors? Step 3 • What positive behaviors can the school teach Marcel? Step 5 • What are the steps between what is needed and what exists?
Positive Behavior Support (PBS) (Carr, 2007) • The behavior community is moving closer to the socialcognitive, socio-cultural community • Values -driven – Focused on improving the Quality of Life (QOL) for individuals with significant behavior problems: Six dimensions of (QOL): 1. material well-being, 2. health and safety, 3. social wellbeing, 4. emotional well-being, 5. leisure and recreation, and 6. autonomy
The APEX High School Model: Positive Behavior Interventions & Supports & RENEW Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept. , 2008 & T. Scott, 2004 Student Progress Tracker; Individual Futures Plan Tier 3/Tertiary Simple Individual Interventions Competing Behavior Pathway, Functional Assessment Interview, Weekly Progress Report (Behavior and Academic Goals) ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. RENEW and Wraparound Tier 2 (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Universal: School-Wide Assessment School-Wide Prevention Systems Small Group Interventions (CICO, Social and Academic support groups, etc)
PBIS Features- Tier 2 ► Systems: – Specialized Behavior Support Team – Early Identification, Decision Rules. – Communication with teacher, parents and students. ► Practices: – – Check In/Check Out Social Contracting Other Targeted Group Interventions Simple Functional Behavioral Assessment and Behavior Support Plans ► Data: – Weekly (Bi-weekly) ODRs, Attendance, Progress Reports. – Functional Behavioral Assessment, Competing Behavior Pathway
A Functional Approach to Behavior Support (Horner, Sugai, & Albin, 2003) Behavior Support is: – The design of effective environments. In effective environments…. . • Problem behaviors are irrelevant – Aversive events are removed – Access to positive events are more common • Problem behaviors are inefficient – Appropriate behavioral alternatives available – Appropriate behavioral alternatives are taught • Problem behaviors are ineffective – Problem behaviors are not rewarded
Applied Behavioral Analysis • The notion that behavior is influenced by a 3 part sequence: 1. there is a stimulus 2. there is then a response 3. There is a reinforcing consequence • Many of the methods we now use for teaching is based upon ABA, and there is much research to support this framework
Functions (Purposes) of Behavior meets a need the individual has: • Attention- the individual is using the behavior to gain attention from peers or adults. • Escape- the individual is engaging in the behavior to avoid a task, such as doing chores or homework. • Tangible – the individual is engaging in the behavior in order to gain something (for example, trying to get you to buy him or her something). • Sensory- the individual is engaging in the behavior to respond to some stimulus or sensory need (some children, for example, have the need to block out noise or avoid contact with people)
The ABCs of Behavior • Antecedents – what happens right before a behavior occurs • Behavior: What does the behavior look like? • Consequences – what happens right after a behavior occurs • Reinforcers – consequences which increase a behavior
Team Initiated Problem Solving (TIPS) Model Identify Problems Develop Hypothesis Evaluate and Revise Action Plan Collect and Use Data Develop and Implement Action Plan Discuss and Select Solutions Problem Solving Meeting Foundations
Missouri PBIS Grade Level Problem Solving Team http: //www. vimeo. com/54954199
Somersworth High School: Non-Response Criteria for Secondary Systems (Tier 2) • Tier 2 (or secondary systems) supports may be activated through different channels Office Discipline Referral system Criteria: a minimum of 3 ODR’s in a month Attendance Data Criteria: 5 absences in a quarter Academic Data Criteria: Student has 2 or more F’s in a quarter Secondary Systems (Tier 2) Activation Other Indicators Criteria: 5 -10 nurse visits in 2 weeks; Increase parent/teacher concerns in low grades and homework completion
Somersworth High School & Career Technical Center Procedures for Target Student Intervention Is academic or behavioral? Behavioral Academic Universal Behavior Response (re-cue, re-direct, re-teach) * Apply Universal Classroom Strategies (refer to back of flowchart for examples) Administration Student has 3 or more office referrals (3 OSS. , ISS, non attendance & non tardy issues) Truancy Officer Student has 5 or more absences per quarter Guidance Student has 2 or more failures in a quarter Nurse Student has 5 -10 visits to the nurse in 2 weeks: (Escalating visits, noticeable pattern, others at nurses discretion Teacher • Student achieves 50% or less of assignments or assessment category within a 2 week period • Student has 6 tardies to class within a quarter Complete Targeted Team referral form and file with TT Coach(es) as soon as possible. Targeted Team (coach) communicates back to the referral source & Case Manager to report status of referral process Targeted Team Investigates ( TT progress monitor is assigned) Level 1: Social Skills CICO, Academic Skills Level 2: Simple FBA, ALT study, other interventions Level 3: Comprehensive FBA /BSP Monitor progress for 2 weeks. If problem behavior continues, , , • Student has 3 unexcused absences Contact other teachers to brainstorm interventions Simple FBA is written & shared with student’s teachers, administration, referral source & the. Monitor progress for 2 weeks, if problem behavior continues …. Intervention Level III: If problem behavior continues, refer to Renew Oversight Team Student/teacher dialogue to motivate student Contact parent(s) by phone, email, and letter After 2 weeks, if problem continues, conference with parent & student If problem continues
Tier 2 Teams Roles: • Behavior Support Expert (APA) • General Educator • Administrator • Data Expert • Intervention Expert or Coordinator • Special Educator
Check In/ Check Out Check-In Check-Out
Why does CICO work? • Improved structure – Prompts are provided throughout the day for correct behavior. – System for linking student with at least one positive adult. – Student chooses to participate. • Student is “set up for success” – First contact each morning is positive. – “Blow-out” days are pre-empted. – First contact each class period (or activity period) is positive, and sets up successful behavioral momentum. • Increase in contingent feedback – Feedback occurs more often. – Feedback is tied to student behavior. – Inappropriate behavior is less likely to be ignored or rewarded.
Why does CICO Work? • Program can be applied in all school locations – Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior – Adult and peer attention delivered each target period – Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support – For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support – Provide format for positive student/parent contact • Program is organized to morph into a self-management system – Increased options for making choices – Increased ability to self-monitor performance/progress
Logistics for Setting up a CICO program • Faculty and staff commitment • Is problem behavior a major concern? • Are staff willing to commit 5 min per day? • Is CICO a reasonable option for us? – – More than 5 students need extra support CICO is designed to work with 10 -12% of kids in a school CICO typically “works” with 67% of students. CICO does NOT replace need for individualized supports. • Team available • Team leader • CICO coordinator (morning, afternoon) • Team (meets at least once every two weeks)
Logistics for Setting up a CICO program • School-wide PBS in place • School-wide expectations defined and taught • Reward system operating • Clear and consistent consequences for problem behavior • Process for identifying a student who may be appropriate for CICO • Student is not responding to SWPBS expectations – Request for Assistance • Student finds adult attention rewarding • Student is NOT in crisis.
Date: ____ ___Self Monitor ___Teacher Monitor Student: __________ 2 = Zero or 1 reminder (for staying on task or for respectful or safe behavior) 1 = 2 or more reminders 0 = Major Referral Period 1 2 3 4 5 6 Safe Responsible Respectful Totals Homework Complete (HS Option): Today’s Target: ____ Points Today ____ /42 Target Achieved? Yes ___ No ____ 7 Totals
How SHS started implementing CICO • Identified CICO Coordinator – – Respected as a positive adult by students and faculty Effective communication skills Consistent and dependable Effective in understanding and using data to make decisions • Identified students through specific criteria: – – – Freshman Experience Teachers Attendance data Homework completion Office discipline data Parent requests • Developed a roll out for the faculty • Introduced to students and parents
What the Data Tells Us…
What we found out through the data… In the first two weeks… • None of the students were reaching their goal of 80% (wanted to establish a baseline) • 4 out of 6 students were below 60% • One student did not check in consistently • Out of the 19 days, 5 out of 6 students were consistently turning in score cards After 6 weeks… • • 3 out of 6 students were reaching their goal of 80% – 2 students were above 70% – 1 student was below 60% Another intervention was implemented for one of the students. 5 of the 6 students were turning in score cards and a student recognition was put in place Fidelity issues around implementation were indentified and addressed
CICO data for 2010/11 Year ODR’s (n=5) 10 9. 33 9 8 7 That’s a 43% Reduction in 3 months 6 5. 33 5 4 3 2 1 0 Semester 1 1 Semester 2 2 32
Average Credits Earned for Youth in CICO (n=5) On track to graduate 4 3. 5 3 Not on track to graduate 2. 5 2 1. 5 1 0. 5 0 Credits Semester 1 Sem 2 33
• Colby Student’s Perspective – Sophomore, athletic, disruptive in some classes, has an IEP, known by peers as in the “cool” crowd, multiple failures – His initial comment was: “…not sure if all of my 4 teachers even know name” – What he liked: “Teachers had to talk to me” • Johnny – Repeater Freshman, has an IEP, multiple failures, “outlier” – Unsure at first and doubted anything would change – What he liked: The consistency that someone cared and checked in with him daily • Alex – Freshman, no IEP, needed help with high school transition – Open and willing and liked all of it!
ODR Data on Students Receiving Targeted Interventions (n=18) Data per student Average across students 35 10 9 30 8. 94 8 25 7 6 20 5 4. 06 4 15 3 10 2 1 5 0 ODRs Year Prior to intervention 2010 ODRs Year with Internvention 2011 That is a 45% Reduction ODRs Year with Internvention
2010/2011: Credits Earned (n=13) Average across students Data per student 5 4 3. 5 3 2. 5 2 1. 5 1 0. 5 0 Credits Semester 1 Sem 2 36
Lessons Learned • Do not take on too many students –NOT intended for students with higher level support needs • Do not make it mandatory for students • Set criteria and identify students that will most likely respond – Use data and listen to teacher input • Give ongoing teacher support, training, and coaching • CICO coordinator needs to be familiar with students and seen as positive • Have CICO location in close proximity of the students. • Celebrate successes!
Discussion • What can the role of the social worker be in Tier 2 support?
Are you a behaviorist? Cognition, behavior development One’s behavior Context People & environment & cognition
Thank You Jo. Anne M. Malloy, Ph. D. , MSW Clinical Assistant Professor Institute on Disability University of New Hampshire Joanne. malloy@unh. edu http: //www. pbis. org/ http: //iod. unh. edu/Projects/apex/project_description. aspx
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