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Tier 2/Secondary Interventions

Tier 2/Secondary Interventions. Rachel Saladis Kim Miller Kathy Halley. Inclusion Activity. Outcomes for Day Two. Agenda -- Day Two. Inclusion Review of Secondary Systems Understanding Behavior Understanding and Using Brief FBA/BIP Planning to use Brief FBA in school.

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Tier 2/Secondary Interventions

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  1. Tier 2/Secondary Interventions Rachel Saladis Kim Miller Kathy Halley

  2. Inclusion Activity

  3. Outcomes for Day Two

  4. Agenda -- Day Two • Inclusion • Review of Secondary Systems • Understanding Behavior • Understanding and Using Brief FBA/BIP • Planning to use Brief FBA in school

  5. Working Agreements

  6. Parking Lot

  7. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Behavioral groups Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

  8. Tier 2/Tier 3 (Secondary/Tertiary) Interventions Tracking Tool School Name: __________________________________ School Total Pop:________

  9. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses System data; determines overall intervention effectiveness Uses System data; determines overall intervention effectiveness, manages student assignment to interventions Plans SW & Class-wide supports based on data Standing team (SSIT); uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP Groups Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

  10. Brief FBA/BIP Behavior Pathway Behavior Support Plan

  11. Decision Rules • How do we decide whether a student is appropriate for a Brief FBA? • First try a CI/CO. WHY? share • CI/CO with individual features • Instructional group possibilities. • Don’t attempt Brief FBA if the student has multiple behavioral problems across multiple settings. This probably merits a complex FBA.

  12. Process for Brief FBA • Student is identified and referred to the SSIT. This team assigns a Brief FBA facilitator. • Facilitator collects data and completes the Brief FBA. (This is you!) • Facilitator shares Brief FBA and completes the Behavior Intervention Program with Team. • A follow-up is scheduled to review progress and make decisions.

  13. Behavior Pathway Definitions • Problem Behavior • What is the behavior of concern? • Describe it in measurable, concrete, observable language. • Role Play Practice

  14. Data Collecting Tools • Teacher Interview Tools • Ratings • Observation Tools

  15. Behavior Pathway--Antecedents • When does the behavior happen? • What happens immediately before the behavior occurs? • Under what conditions is the student most successful (fewest instances of behavior)? • Under what conditions is the student least successful (most instances of behavior)? • Role Play Practice

  16. Behavior Pathway-Setting Events • What factors, more distant in time/space, affect the likelihood of the behavior occurring? • Medical or psychological conditions • Family factors • Environmental factors • Student conditions, abilities, traits • Interpersonal factors Role Play Practice

  17. Behavior Pathway--Consequences • Maintaining Consequence • What have been responses to the behavior? • What are observable result of the responses? • What have been the unintended results or consequences? Role Play Practice

  18. Behavior Pathway--Function • What does the student get? • What does the student avoid? • Interaction, attention • Psychological needs (status, power, control, belonging, rejection, embarrassment) • Sensory stimuli • Assistance • Activity • Tangible object

  19. Functions Pos Reinf Neg Reinf

  20. Giv Function of Behavior

  21. BEHAVIOR PATHWAY Desired Behavior Working quietly & raising hand for help 6 Setting Events Has reading struggles. Few friends. Financial stresses at home. 3 Antecedent Quiet, independent seatwork. Usually reading or writing. 2 Consequence Students laugh. Teacher reprimands. Teacher send to Office. 4 Function To GET: Peer attention Peer acceptance To AVOID: Reading and writing 5 Problem Behavior Makes noises in the classroom. 1 Acceptable Behavior Being quiet but not working 7

  22. Hypothesis • Summarize antecedent, behavior and consequence into a hypothesis. Box 2,1,3. • When: • The student does: • In order to: When doing independent seatwork, usually reading or writing, Russell makes noises to get peer attention and to avoid work by getting sent to the office.

  23. BEHAVIOR PATHWAY Desired Behavior 6 Setting Events 3 Antecedent 2 Consequence 4 Function 5 Problem Behavior 1 Acceptable Behavior 7

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