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Improving the Effectiveness of Tier 2 Interventions Bob Putnam Ph.D., BCBA-D, LABA

Discover strategies, systems, and data sources to enhance Tier 2 interventions in schools. Reduce the need for Tier 2 interventions and improve overall practices.

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Improving the Effectiveness of Tier 2 Interventions Bob Putnam Ph.D., BCBA-D, LABA

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  1. Improving the Effectiveness of Tier 2 Interventions Bob Putnam Ph.D., BCBA-D, LABA

  2. Before We Get Started… • Whose on the Webinar Poll • Teachers • Pupil Personnel • SWPBIS Team Members • Coaches and Trainers • School Administration • District Administration • Other

  3. www.pbis.org

  4. Tier 2 Resources • University of Missouri Tier 2 workbook • http://pbismissouri.org/tier-2-workbook/ • University of Connecticut Tier 2 workbook • http://www.pbis.org/common/cms/files/pbisresources/8APBS_Tier2_GettingStartedWorkbook.pdf

  5. Goals What are the strategies to reduce the use of Tier 2 interventions? What are the systems to improve Tier 2 interventions? What data sources should we use to assist in improving Tier 2 interventions? What are the overall ways to improve Tier 2 practices?

  6. What are the strategies to reduce the use of Tier 2 interventions • Schoolwide • Classwide

  7. Tier 3 -Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT FEW Tier 2 - Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior SOME Tier 1 - Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL

  8. EMPHASIS ON PREVENTION Tier 3 - Tertiary Prevention: Reduce complications, intensity, severity of current cases 6+ referrals FEW 2-5 referrals Tier 2 - Secondary Prevention: Reduce current cases of problem behavior SOME Tier 1 - Primary Prevention: Reduce new cases of problem behavior 0-1 referral ALL

  9. Referrals per Student

  10. Supporting Social Skills and Academic Performance Emphasize: 4 Integrated Elements OUTCOMES Supporting Staff Behavior DATA Supporting Decision Making SYSTEMS PRACTICES Supporting Student Behavior

  11. Essential Features of Tier 2 Interventions • Continuously available • Quickly and easily accessible • Minimal time commitment required from teachers • Required skill sets can be easily learned • Aligned with schoolwide expectations • All personnel are aware of the interventions and their roles within the process • Consistently implemented with most students, but with some flexibility • Matched to the function of the student’s behavior

  12. Tier 2 Systems Readiness Checklist www.pbis.org

  13. Critical Features of Tier 2 Readiness • Tier 1 implemented with fidelity • Tier 1 data reviewed and used • Principal and district commitment to Tier 2 • Plan to make faculty aware of Tier 2 alignment and implementation • Tier 2 Team identified • Data system supportive of Tier 2 information • Plan in place to identify interventions

  14. Poll… • Tier 1 Fidelity ? • Was Tier 2 readiness assessed before beginning? • Yes No

  15. Is Tier 1 implemented with fidelity across all settings and effective in your school?

  16. Is Tier 1 implemented with fidelity across all settings and effective in your school? Tiered Fidelity Inventory (TFI) Tier 1 subscale: 70% School-wide Evaluation Tool (SET) 80% school-wide implementation average 70% total score Benchmarks of Quality (BoQ) Self-Assessment Survey (SAS) 80% of staff report that School-wide, Classroom, and Non-classroom systems are in place

  17. 05% 20% 11% 22% 84% 58%

  18. Are Tier 1 Classroom features implemented and effective in your school?

  19. Critical Tier 1 features are in place in classrooms • Classroom Matrix for Activities within the class setting • Routinely teaching and reinforcing classroom procedures • 5:1 ratio of positives to correctives • Use of the Class Matrix to Pre-Correct and Redirect 5. Opportunities to respond, effective instruction 6. Use a continuum of strategies prior to delivering an in- class consequence that includes • Proximity, Prompt, Redirect, Re teach, Providing Choice

  20. Consultation and Coaching • Brief training and coaching to teacher to support her class-wide BSP and instructional practices • Focused on increasing praising, decreasing behavior correction and increasing proactive monitoring. • Taught her ways to change practices and provided graphical feedback • Pre consultation Sept – Feb • Brief training and coaching March – June

  21. Office Referral Data(Pre-Consultation)

  22. Breakdown of ODRs Pre Classroom Consultation 6+ referrals 2.5% 2-5 referrals 30% 0-1 referral 67.5% of Students

  23. Teacher Practices

  24. Teacher Practices Praise to BC 1.4 : 1

  25. Office Referral Data(Pre-Consultation)

  26. Office referral Data(Post Classroom Consultation)

  27. Breakdown of ODRs Pre Classroom Consultation 6+ referrals 2.5% 2-5 referrals 30% 0-1 referral 67.5% of Students

  28. Breakdown Post CwBSP Implementation 0% 2.5% 2-5 referrals 0-1 referral 97.5% of Students

  29. Tier 1 systems effectively support the majority of students. • 85% or more of students in the 0-1 ODR range or under 1 ODR per day/100 students

  30. Have the right Tier 2 Behavior Systems Team members been identified?

  31. Team Procedures Meets at least monthly Agenda and minutes Defined roles Review of data (systems, interventions, and treatment integrity) Action plan Tier 2 Systems Team • Team Membership: • Behavioral expertise • Administrative authority • Student knowledge and contact • Familiarity with school operations and policy

  32. Tier 2 Team Responsible for the overall management of the system of support for Tier 2 students and teachers. • Provides regular data to classroom teachers • Serves as problem solving team for students who do not respond to classroom interventions • Develops targeted interventions that are continuously available • Matches student need with appropriate targeted intervention • Connects targeted interventions with school-wide expectations • Communicates about interventions with faculty and staff • Monitors implementation of targeted interventions and student response to intervention • Reviews data to recommend future action

  33. Are the right students being identified for Tier 2 supports?

  34. Inappropriate Serious or violent behaviors/infractions Extreme chronic behavior (6+ referrals) Require more individualized support Full FBA Wraparound services Identify Students for Tier 2: ODR Tier 2 will not be enough for students who exhibit the most serious problems Appropriate (Tier 1 + Tier 2) • Low-level problem behavior (not severe) • 2-5 referrals • Screening data • Behavior occurs across multiple locations

  35. Identify Students for Tier 2: Teacher Nomination • Teacher Nomination for Assistance • Short/simple • Designed for quick response • Identifies internalizing & externalizing ? • Allows for early identification?

  36. Identifying Students for Tier 2: Screening • Screen for internalizing problems • Anxiety • Depression • Screening should be brief and easily accessible • Screen school-wide (3x/year) or when trying to make Tier 2 decisions • Suggested screening measures • SAEBRS • Student Risk Screening Scale • Strengths and Difficulties Questionaire

  37. Poll… • Tier 2 Fidelity ?

  38. Questions??

  39. What are the overall ways to improve Tier 2 practices?

  40. Common Tier 2 Interventions • Check-In, Check Out (Behavior Education Program) • Check and Connect Student Engagement Model • Social Skills Intervention Groups • First Step to Success • Academic Instructional Groups • Academic Accommodations • Student Self Management

  41. Identify Function and Context to Select the Intervention

  42. Does the intervention address what the student needs? • The intervention should be an appropriate match to what the student needs • Problem behavior • Skill building • Academic skills • Must be effective and efficient! Match the intervention to the function of the student behavior

  43. Use data to identify patterns in behavior Conduct a FACTS interview with teachers and staff to identify function of behavior Observe student in setting Identify function of behavior(s) and readjust classroom practices as necessary Identify Function: Conduct a Brief FBA

  44. Check In/Check Out (CICO) • Students most likely to benefit: • Demonstrate low level disruptions such as talking out, talking back, off-task, or out of seat behaviors • Who enjoy positive adult attention • Can be modified to serve students with • Escape motivated behavior • Internalizers

  45. Change Reinforcement: Assess Student Preference • Increase motivation, change the reinforcement • Conduct a preference assessment • Ask: What is the payoff for the student for following expectations?

  46. Provide More Frequent Feedback • Implement additional feedback session with the intervention facilitator • Allow for more frequent interactions between the student and his/her teachers

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