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PBIS-NH Targeted Team Training: New Thinking, Review and Practice. Presented by Eric Mann & Howard Muscott October 24, 2008. Targeted Team Training: Agenda. New thinking and Review of recommended system and practice features at the targeted level, including:

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Pbis nh targeted team training new thinking review and practice

PBIS-NH Targeted Team Training: New Thinking, Review and Practice

Presented by

Eric Mann & Howard Muscott

October 24, 2008


Targeted team training agenda

Targeted Team Training: Agenda

  • New thinking and Review of recommended system and practice features at the targeted level, including:

    • Criteria for students not responding to universal systems

    • Targeted Group Interventions

    • FBA & BSP

  • Develop team action plan through June

  • Differentiated team time with NH CEBIS coaching to assess and improve the quality of behavior support plans &/or work on action items


The pbis triangle a continuum of care and education supports

The PBIS Triangle: A Continuum of Care and Education Supports

Effective School-wide & General Education Classroom Systems

Instructional & Behavior Management Practices

Systematic Screening

Positive Parent Engagement

Primary

Prevention:

~80%

An Efficient Primary Intervention for Early Non-Responders to School-Wide

and Classroom Prevention and Response Systems (e.g. scheduled feedback)

An Array of ‘Function-Based’ Group Interventions

for Non-Responders to School-Wide Systems

or Early Primary Intervention

Mann & Muscott (2007)

Secondary

Prevention:

~15%

Individualized Function-Based Support

Plans for School-Wide & Group

Non-Responders

School-based

Intensive Supports

Coordinator

Intensive Support Plans &

Crisis Intervention

School-based

Intensive Supports

Links to Wraparound-NH

Facilitation

Links to Community Collaboratives

Tertiary

Prevention:

<5%

Links to MH and other

Community-Based Supports


The pbis triangle a continuum of care and education supports1

The PBIS Triangle: A Continuum of Care and Education Supports

An Efficient Primary Intervention for Early Non-Responders to School-Wide

and Classroom Prevention and Response Systems (e.g. scheduled feedback)

An Array of ‘Function-Based’ Group Interventions

for Non-Responders to School-Wide Systems

or Early Primary Intervention

Secondary

Prevention:

~15%

Mann & Muscott (2007)

Individualized Function-Based Support

Plans for School-Wide & Group

Non-Responders

School-based

Intensive Supports

Coordinator


Pbis nh targeted team training new thinking review and practice

SYSTEMS

1. Targeted Team

and Processes

2. Data-Based

Decision Making

DATA

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

3. Communication

with Staff and

Families

8. Behavior

Support Planning

7. Functional

Assessment

4. Early Identification

and Referral

Processes

Muscott & Mann (2007)

6. Targeted Group

Interventions

5. Teacher Check,

Connect, Expect

PRACTICES

SAU/District-wide

Administrative Team

Universal Primary

Prevention


Pbis nh targeted team training new thinking review and practice

Knowledge about

the Student

Knowledge about

Behavioral Theory

Knowledge about

the Setting

Targeted Team Requires

Multiple Forms of

Knowledge

Knowledge about

Data-based

Decision Making

Knowledge about

Mental Health

Knowledge about

Families

Adapted from Horner (2006)


Pbis nh targeted team training new thinking review and practice

PBIS-NH Secondary Systems Logic Model

Muscott (2008)

PBIS Primary Prevention System Implemented w/ Fidelity

Vast Majority of Students Respond

PBIS Secondary Processes Implemented with Fidelity

Early Identification of At-Risk Students

Efficient Initial Intervention Implemented

Effective with Many At-Risk Students

Targeted Group Interventions Implemented

Effective with Additional At-Risk Students

FBA & Behavior Support Plans

Effective with Additional At-Risk Students


Pbis nh targeted team training new thinking review and practice

SYSTEMS

DATA

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

4. Early Identification

and Referral

Processes

Muscott & Mann (2007)

PRACTICES


Pbis nh targeted team training new thinking review and practice

Determining Criteria for When Students Are Not

Responding to School-Wide Supports: Assure

Universal Supports Have Occurred

Mann (2008)


Pbis nh targeted team training new thinking review and practice

Determining Criteria for When Students Are

Not Responding to School-Wide Supports:

Behavior and Frequency Criteria

Mann (2008)


Procedure outcomes for referral to secondary supports

Procedure Outcomes for Referral to Secondary Supports

  • Student meets criteria for non-response/ Primary supports implemented with fidelity

  • Staff know the types of concerns that are appropriate to trigger secondary level supports

  • Staff know what informal/ formal steps to take prior to referral

  • Staff know how to initiate the process and what to expect when a student is referred

  • Staff know what information must be available at an initial meeting


Procedure outcomes for referral to secondary supports1

Procedure Outcomes for Referral to Secondary Supports

  • Staff know what “function” means

  • Staff think about predictors before referral

  • Staff are trained in conflict cycle, de-escalation techniques

  • Staff are trained in effective family engagement practices


Pbis nh targeted team training new thinking review and practice

Teacher Check, Connect and Expect

Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems


Teacher check connect and expect mann and muscott 2007

Teacher Check, Connect and Expect (TCCE) is a highly efficient, early, systematic response for students who do not respond to primary systems of behavior support.

TCCE occurs prior to implementing more sophisticated/ less efficiently accessed secondary supports.

Teacher Check, Connect and ExpectMann and Muscott (2007)


Teacher check connect and expect mann and muscott 20071

TCCE is a procedure in which classroom teachers provide higher rates of feedback & attention to students for exhibiting expected classroom behaviors.

Feedback is linked to school-wide expectations.

Effect on behavior is monitored using data-based decision-making.

Teacher Check, Connect and ExpectMann and Muscott (2007)


Teacher check connect and expect mann and muscott 20072

TCCE offers an immediate/ low effort approach whereby teachers:

Greet students at the beginning of the day/ beginning of class (MS/ HS)

Rate behavior on a daily report card at scheduled intervals throughout the day

Provide brief end of day review, feedback and encouragement on student performance relative to pre-established criteria

Teacher Check, Connect and ExpectMann and Muscott (2007)


Potential benefits of involvement in teacher check connect and expect

Potential Benefits of Involvement in Teacher Check, Connect and Expect

Increases positive teacher-student contacts prior relationship damage caused by repetitious conflict

Early, effective, efficient response to emerging problem behavior before chronic & ingrained

Increased recognition for following expectations

Increased opportunity for home-school communication & partnership

Connects logically/ easily to school-wide expectations

Measurable assessment of progress -- helps determine if interventions are working

Provides data useful for identifying predictors of behavior should functional assessment be needed


Teacher check connect and expect a helpful outcome is almost guaranteed

Teacher Check, Connect and Expect A Helpful Outcome is Almost Guaranteed!

Either:

  • Improves student behavior

    OR

  • Provides useful data with greater precision to help Targeted Team with assessment of function


Pbis nh targeted team training new thinking review and practice

Student Nominated for Teacher Check, Connect and Expect

Systematic Screening

Meets Criteria for Non-response to Primary Supports

Teacher or Parent Referral

Mann & Muscott (2007)

Parental Approval / SC Coach Assigned

Review Meeting Date Set

Teacher(s) ‘Coached’

CCE Implemented

CCE Coach

Summarizes Data

Keeps Targeted Team informed

CCE Card with

SW Behavioral Expectations

Provided in AM

Classroom Teacher

feedback at set intervals

throughout day

Meet after 20 School Days

with Student, Teacher, Parent

to Review Progress

One Minute Review at end of day

with Classroom Teacher / Lead Teacher

Sheet to Coach

Consider

Different

Support

Revise

Program

Exit

Program


Learning zone progress card be safe considerate and do the right thing

Learning Zone Progress Card Be Safe, Considerate and Do the Right Thing!

3 = Strength 2 = Showed Both Strength AND Need 1 = Need 0= Major Office Referral


Pbis nh targeted team training new thinking review and practice

DATA

SYSTEMS

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

Muscott & Mann (2007)

6. Targeted Group

Interventions

PRACTICES


Targeted group interventions

Targeted Group Interventions

TGIs address groups of students who:

  • Fail to respond to system of primary supports

  • Are not currently engaging in dangerous or extremely disruptive behavior

  • Share similar functions based on a functional assessment, and/or require similar skill development

Adapted from Crone, Horner, & Hawken, 2004; Hawken & Horner, in press; March & Horner, 2002


Pbis nh targeted team training new thinking review and practice

Function

‘To Get or Avoid’ that is the Question


Targeted group interventions and functions of behavior

Targeted Group Interventions and Functions of Behavior

  • Access Adult Attention/Support

    • The Behavior Education Plan (BEP)

    • Mentoring Programs

  • Access Peer Attention/Support

    • Social Skills Instruction

    • Peer Mentoring

    • Self-management Programs

  • Access Academic Support (function: academic task escape)

    • PASS Program

    • Homework Club

    • Peer Tutoring


Procedures for assigning students to targeted group interventions

Procedures for Assigning Students to Targeted Group Interventions

  • Student does not respond to primary supports or TCCE and there is confidence in a hypothesis of function

  • T-Team & teacher(s) view available TGIs and determine if there is a good fit based on student function & skills

    • If no match, initiate procedure to develop function-based BSP


Procedures for assigning students to targeted group interventions1

Procedures for Assigning Students to Targeted Group Interventions

3. T-Team provides student information to lead staff member of the TGI that matches to determine if/ when the intervention could begin

4. Parent is contacted/ engaged; options discussed; permission provided

5. Meeting with student & parent is scheduled

  • Program information, expected outcomes discussed, 1st review meeting scheduled

    6. Student agrees to participate/ contract signed by student & staff.


Antrim elementary school 07 08 a piloting of practices year

Antrim Elementary School 07-08A Piloting of Practices Year

  • Enrollment is approximately 150

  • The Triangle for 07-08

    • 85% Green; 13% Yellow; 2% Red

  • Teacher Check, Connect, Expect

  • Targeted Groups

    • Math Club; Walking, Running Club, Mural Makers Club

  • Mural Makers – Six students

    • 9/1 – 2/28 22 ODRS or 3.7 month

    • 3/1 – 5/21 1 ODR of .3 month


Pbis nh targeted team training new thinking review and practice

SYSTEMS

DATA

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

8. Behavior

Support Planning

7. Functional

Assessment

Muscott & Mann (2007)

PRACTICES

SAU/District-wide

Administrative Team

Universal Primary

Prevention


Pbis nh targeted team training new thinking review and practice

Function- Based Behavior Support Plans

Function of Behavior: What is gained or avoided as a result of the behavior (i.e. what motivates the behavior and makes it likely the behavior will repeat given similar context)

FBA: A process to identify the reliable predictors of behavior resulting in a hypotheses of the ‘function’ of behavior

Function-based BSP: A strategic support plan that incorporates teaching, identified ‘function’ and strengths to create increased likelihood that student will engage in more frequent socially and academically appropriate behavior


Pbis nh targeted team training new thinking review and practice

Behavior Pathway

A practical goal of an FBA is to develop a reliable behavior pathway for problem behavior routines


Pbis nh targeted team training new thinking review and practice

Testable Hypothesis:

Simple Behavior Pathway

Maintaining

Consequence

Triggering

Antecedents

Problem

Behavior

Setting

Events

Function?


Pbis nh targeted team training new thinking review and practice

FBA to Behavior Support Plan

Once a reliable pathway is determined, a function-based plan is developed by influencing the components along the pathway and by assuring that function can be efficiently met through positive rather than problem behavior


Pbis nh targeted team training new thinking review and practice

Typical Result

Desired Behavior

COMPETING PATHWAYS

Maintaining

Consequence

Problem Behavior

Setting Event

Trigger

Replacement Behavior

Function?

Behavior Support Planning

Setting Event Manipulations (Make Problem Behavior Unnecessary)

Antecedent Manipulations (Make Problem Behavior Unnecessary)

Behavior Teaching (Make Problem Behavior Inefficient)

Consequence Manipulations (Make Problem Behavior Ineffective)


Fba bsp fidelity of implementation evaluation tool muscott benjamin bradley gersten and mann 2007

FBA/BSP Fidelity of Implementation Evaluation ToolMuscott, Benjamin, Bradley, Gersten, and Mann (2007)

  • 20 item tool to evaluate features and skills

  • Five Features

    • Develop a Behavior Pathway and Summary Statement

    • Developing Replacement Behavior Based on Function

    • Identify Strategies For Behavior Support Plan

    • Develop a Plan to Monitor Progress

    • Develop a Detailed Action Plan to Implement the BSP


Cohort 3 5 behavior support plans common problems

Cohort 3-5 Behavior Support Plans: Common Problems

  • Not including quantifiable baseline data when defining problem behavior

    • Jane moves from her seat, speaks out, taps, and/or talks with peers or adults.

  • Not breaking out function by routine

    • Jill skips classes, is disrespectful to teachers, and “flips out” to access more time with/attention from friends.


Trying to address multiple problem behaviors and multiple functions

Trying to address multiple problem behaviors and multiple functions


Cohort 3 5 behavior support plans common problems1

Cohort 3-5 Behavior Support Plans: Common Problems

  • Not matching replacement behavior with function

    • Problem behavior and stated function: Jane moves from her seat, speaks out, taps, and/or talks with peers or adults in order to get interactions with others and to be able to move after long periods of sitting.

    • Replacement behavior: Jane will display a break sign to take a one minute walk to the bubbler or to quietly change seats.


Cohort 3 5 behavior support plans common problems2

Cohort 3-5 Behavior Support Plans: Common Problems

  • Inadvertently reinforcing problem behavior

    • When Jill is disrespectful in class, she should be sent to her guidance counselor, Ms. Jones, during class time to discuss her inappropriate behavior.

  • Not selecting punishment strategies that will reduce the likelihood that problem behavior will reoccur

    • When Jane skips classes she will receive detention.


Cohort 3 5 behavior support plans common problems3

Cohort 3-5 Behavior Support Plans: Common Problems

  • Not incorporating strengths in reinforcement strategies

  • Not including target/outcome behaviors (quantifiable criteria for success)

    • Bill and his parents will meet with his teachers after 4 weeks to review his progress as reflected by his contract cards.

  • Submitting data collection forms that do not meet criteria for a plan


Fba bsp evaluation tool activity

FBA/BSP Evaluation Tool Activity

  • Who: Targeted Teams

  • What: Using one of the example BSPs, evaluate the BSP with the FBA/BSP Evaluation Tool

  • Timeframe: 40 Minutes

  • Report Out: Group Share


Example improved activity

Example Improved Activity

  • Who: Individuals and Team

  • What: Individuals read through improved example and discuss as team

  • Timeframe: 30 minutes

  • Report Out: Group Share


Pbis nh targeted team training new thinking review and practice

2. Data-Based

Decision Making

DATA

SYSTEMS

Secondary Prevention

Targeted Approaches

A Function-Based

Perspective

Muscott & Mann (2007)

PRACTICES


Identifying broad outcomes by asking key questions

Identifying Broad Outcomes By Asking Key Questions

What do you want to achieve in terms of creating a secondary system of supports?

How will we measure the overall effectiveness of the secondary system?


Pbis nh targeted team training new thinking review and practice

“Working Smarter”

Targeted Group Interventions


Pbis nh targeted team training new thinking review and practice

“Working Smarter” Targeted Group Interventions

(Some interventions such as Service Learning may be available to all students as a universal intervention)


Benchmarking the targeted system

Benchmarking the Targeted System

Team is established and functioning

Have identified decision rules about non-responders

Have identified decision rules about what needs to have been tried prior to referral have been identified

Referral process/protocol is completed

Referral form is completed

Team has begun accepting referrals

Team has begun providing supports/plans

Decision to use/ Developed / Implemented TCCE made

Decision to use/ Developed / Implemented TGI made


Benchmarking the targeted system1

Benchmarking the Targeted System

Team has begun providing supports/ developing plans

Decision whether to use Social Contracting as a first support for early non-responders to SW system

Decision to implement one or more targeted group interventions (TGI) has been made (what TGI addressing what ‘function’?) : ________________________________________________________________________________________________________

Staff have provided input for procedures and forms and have received any necessary training to understand purpose of team

Families have provided any relevant input and received information to understand purpose of team


Pbis nh big idea data based decision making

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?


Activity targeted team status report

Activity: Targeted Team Status Report

Who: Team

What: Complete the Targeted Team Benchmarks sheet

Provide a copy to us

Timeframe: 15 minutes

Report Out: None


Pbis nh big idea data based decision making1

PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?


Annual action plan activity

Annual Action Plan Activity

  • Who: Targeted Teams

  • What: Using Data-based decision making, identify outcomes re: Targeted Systems and Practices for this school year (where do want to be by 6/1/09).

    • Be specific and realistic

    • Outcomes should feel satisfying without being overwhelming

      • “If we do this, we will have made solid progress”

  • Timeframe: 30 Minutes

  • Report Out: None


Differentiated team time based on your action plan cebis coaching support available

Differentiated Team Time Based on Your Action Plan (CEBIS Coaching Support Available)

  • Team and Systems

  • Criteria Development

  • Teacher Check, Connect and Expect

  • Targeted Group Interventions

  • FBA Practice


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