FuncOon- based Tier 2 Supports. Adam B. Feinberg, Ph.D., BCBA- D Lindsay M. Fallon, Ph.D., BCBA- D May InsOtute, Inc. Randolph, MA

Transcription

1 FuncOon- based Tier 2 Supports Adam B. Feinberg, Ph.D., BCBA- D Lindsay M. Fallon, Ph.D., BCBA- D May InsOtute, Inc. Randolph, MA Agenda Guiding principles General features of Tier 2 Delivering funcoon- based supports Check In Check Out (CICO) Examples VariaOons to CICO QuesOons, comments EvaluaOon Some slides adapted from Eber, L. & Swain- Bradway, J. (2013) Building Building Tier 2/3 Capacity Within School- wide Systems of PBIS retrieved from Review of a Few Guiding Behavior Principles Behavior is predictable. Behavior changeable. Human behavior occurs within an environmental context, not in a vacuum. Human behavior is learned and can be taught by manipulaong aspects of the environmental context Behavior is a funcoon of the environment (Crone & Horner, 2003) MulO- Oered Systems for Academic and Behavioral Supports Academic Systems (omen referred to as RtI) Tier 3/Ter>ary Interven>ons 1-5% Individual students Assessment- based High intensity Tier 2/Secondary Interven>ons 5-15% Some students (at- risk) High efficiency Rapid response Small group intervenoons Some individualizing Tier 1/Universal Interven>ons 80-90% All students PrevenOve, proacove 1-5% 5-15% Frameworks with the same logic Behavioral Systems (omen referred to as PBIS) Tier 3/Ter>ary Interven>ons Individual students Assessment- based Intense, durable procedures Tier 2/Secondary Interven>ons Some students (at- risk) High efficiency Rapid response Small group intervenoons Some individualizing 80-90% Tier 1/Universal Interven>ons All se^ngs, all students PrevenOve, proacove Features of Tier 2 IntervenOons Secondary Supports: Who Benefits? Data SystemaOc way to idenofy at- risk students (e.g., office referrals, teacher nominaoon, raong scales) Measure progress and fade support slowly Prac>ces Integrate into classroom instrucoon or have generalizaoon strategies if using a pull out program Link small group to school- wide expectaoons Academic & social strategies Systems SystemaOc entrance and exit criteria Training for ALL staff on procedures Centralized Led by a Coordinator For those students who cononue to demonstrate challenging behavior despite school and classroom supports being in place at 80% implementaoon or beeer Approximately 5 to 10% of the student populaoon Likely to be students with both academic and behavioral difficuloes Without effec0ve school- wide prevenoon, we cannot reliably idenofy students who benefit from secondary supports 1

2 Tier 2 Supports: CriOcal Features Determining Behavioral FuncOon IntervenOon is cononuously available Rapid access to intervenoon (72hrs) Very low effort by teachers Consistent with school- wide expectaoons Implemented by all staff/faculty in a school Flexible intervenoon that is funcoon- based Pos Reinf Neg Reinf Adequate resources (administrator, team) weekly meeong, plus 10 hours per week Student chooses to parocipate ConOnuous monitoring for decision- making Tier 2 Supports: Linking to FuncOon AeenOon- seeking Students Escape- maintained students How do you assess who might need Tier 2 supports? Students with social deficits Students with academic deficits Tier 2 Data: IdenOfying Students in Need of Targeted Supports Tier 2 Data: IdenOfying Students in Need of Targeted Supports Consult current data ODR Aeendance data Academic data Ome out of class Teacher Referral Screening Approximately 10% of total students Teacher Referral ConsideraOons: Who completes? When? What data must be used/cited? Focus on externalizing and internalizing? Screening What instrument? (see next slide) Schedule? 2

3 Tier 2 Data: Screening to IdenOfy Students in Need of Targeted Supports Tier 2 Data: Process Aler a Student is IdenOfied h6p:// 1. Student meets data decision rule 2. Classroom teacher completes preliminary forms (documents student progress to date) 3. Team leader walks team through problem solving process 4. Plan put into intervenoon group 5. Student progress monitored and reported at weekly meeongs 6. Decision made to exit intervenoon group (Tier 1) or receive more intensive supports (Tier 3) What Oer 2 intervenoons might you implement? MulO- Oered Systems for Academic and Behavioral Supports ODRs, Aeendance, Tardies, Grades, DIBELS, etc. (DPR) Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Assessment CompeOng Behavior Pathway, FuncOonal Assessment Interview, Scaeer Plots, etc. Tier 1/Universal School- Wide Assessment School- Wide Preven0on Systems Tier 2/ Secondary Tier 3/ Tertiary Check In/ Check Out (CICO) Group IntervenOon with Individualized Feature Brief FBA/BIP Intensive FBA/BIP Wraparound Interven>on Social/Academic InstrucOonal Groups (SAIG) Tier 2 Supports Get/Obtain AWen>on Adult aeenoon Check In Check Out (CICO) Check and Connect Peer aeenoon Peer mentors, tutors Adult and peer SAIG Escape/Avoid AWen>on Social skills/ academic instrucoonal group (SAIG) Think back to FUNCTION slide Tier 2 IntervenOons Escape/Avoid Academic Tasks VariaOons of CICO Breaks are Beeer CICO + Task Extension Social skills/ academic instrucoonal group (SAIG) Homework club Check In Check Out (CICO)* OOen called the Behavior Educa0on Program Check and Connect * Social Skills/Academic InstrucOonal Group (SAIG)* Escape- maintained CICO* Peer mentors, Peer tutors Homework club *Interven0ons discussed more in the coming slides 3

4 Check In/Check Out: DefiniOon Check In/Check Out: Video Example Check in/check out (CICO) is a Tier 2 intervenoon meant for students who do not respond to Tier I school- wide supports. CICO provides addioonal pre- correc>on for appropriate behaviors increases opportunioes for specific adult provides increased structure for the school day improves to families regarding a student s behavior (Filter et al., 2007) Check In/Check Out: Referral and Procedure Student Recommended for CICO Request for Assistance (RFA) Office Discipline Referral (ODR) Parent recommendaoon Administrator recommendaoon CICO is Implemented Parent Morning check- in Alernoon check- out Regular teacher Parent Morning AMernoon Teacher Parent Morning Feedback Check In Out check- in Set Student schedule comes comes for to coordinator coordinator Coordinator Student DPR goes gives home DPR to Coordinator o Reviews DPR reviews teacher DPR at the start of class Parents o Regular Gives Provides provide point teacher / card posiove/ At the end of class, acknowledgments Reviews expectaoons neutral Teacher provides points on o behavioral Sets Prepares posiove to expectaoons tone send the DPR Parents home Provides sign missing report materials and send if Alernoon o needed Provides Records points verbal, for posiove the day back to school check- out Morning Check In Student comes to coordinator Coordinator o Reviews DPR o Gives point card o Reviews expectaoons o Sets posiove tone o Provides missing materials if needed AMernoon Check Out Student comes to coordinator Coordinator reviews DPR o Provides / acknowledgments o Prepares to send the DPR home o Records points for the day Teacher Feedback Set schedule for Student gives DPR to teacher at the start of class At the end of class, o Teacher provides points on behavioral expectaoons o Provides verbal, posiove Parent Feedback DPR goes home Parents provide posiove/ neutral Parents sign report and send back to school Check In/Check Out: Referral and Procedure Student Recommended for CICO CICO is Implemented Parent Morning check- in Alernoon check- out RFA ODR (SWPBS Team) Parent recommendaoon Administrator recommendaoon summarizes data for decision making Bi- weekly coordinaoon Regular teacher meeong to assess student progress Revise program Exit program 4

5 Tier 2: Using CICO as the Organizer IntervenOon Screening tool Data collecoon Teacher support Formal documentaoon PBIS: A Response to intervenoon (RtI) Model ODRs, Aeendance, Tardies, Grades, DIBELS, etc. (DPR) Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Assessment CompeOng Behavior Pathway, FuncOonal Assessment Interview, Scaeer Plots, etc. Tier 1/Universal School- Wide Assessment School- Wide Preven0on Systems Tier 2/ Secondary Tier 3/ Tertiary Check In/ Check Out (CICO) Group IntervenOon with Individualized Feature Brief FBA/BIP Intensive FBA/BIP Wraparound Interven>on Social/Academic InstrucOonal Groups (SAIG) CriOcal Features of CICO Efficient Comprehensive Data-based Positive Continuously available Rapid access to intervention Low effort by teachers Implemented by all staff in the school Adequate resources allocated Family component Daily performance data used to evaluate progress Intervention is able to be flexible based on data Continuous monitoring for decisionmaking Students agree to participate Daily and reinforcement from teachers Research Support Published Demonstra>ons Pre schools Sandy Chafouleas, et al Elementary Schools Anne Todd et al in press Sarah Fairbanks et al, 2007 Amy Kauffman- Campbell, dissertaoon Doug Cheney et al, 2006; 2007 Leanne Hawken et al Filter et al., 2007 Middle Schools Leanne Hawken et al 2003 Rob March et al 2002 High Schools Jessica Swain- Bradway, in progress CICO is an Evidence- Based Prac>ce 1. At least 5 peer reviewed studies 2. At least 3 different researchers/se^ngs 3. At least 20 different parocipants Check In/Check Out: Review of Procedure Student Recommended for CICO CICO is Implemented Long Term Features Weekly or Bi- weekly Principal RecogniOon Data shared with all staff at least quarterly Quarterly graph sent to parents RFA ODR (SWPBS Team) Parent recommendaoon Administrator recommendaoon summarizes data for decision making Bi- weekly coordinaoon MeeOng to assess student progress Revise program Exit program Example 1 "#$%& '()*"+&,&&& '()*"+&-& '()*"+&.& '()*"+&/& '()*"+&0& "#$#%&#'()*+ "#$#%&/0%12+# 3##&4506%7 8##((/%#+) 8/++/961$#'(1/0%,-.,-.,-.,-. "#$#56:(/+#5$0,-.,-.,-.,-.,-.,-.,-.,-.,-.,-.,-.,-.,-.,-.,-., &'25617&,-.,-.,-.,-.,-. 5

6 Example 2 CICO Form Name: Date: 2 = great 1 = OK 0= hard Ome Safe Responsible Respec\ul Example 3 Check In Before Recess Before Lunch Behaviors listed are linked to school- wide expecta>ons Aler Recess Check Out Today s goal Comments: Today s total points Example 4 Name: Date: GOALS Keep my hands, feet, body, and objects to myself. Say nice things or no things to other people. Follow adult direc>ons the first >me. DAILY PROGRESS REPORT = 2 points = 1 point Morning Work = 0 points Points received Points possible Daily goal reached? YES NO Reading Math AMernoon TIER 2 EXAMPLE STAFF TRAINING SLIDES P.A.W.S. PROGRAM URBAN ELEMENTARY SCHOOL P.A.W.S. PROGRAM (POSITIVE ACTION WITH SUPPORT) P.A.W.S. REFERRAL PROCESS Who Should I Refer? Students who: Have trouble staying on task. Are disruptive and making it difficult for them and other students to learn. Have problem behavior throughout the day. Need motivation and support in completing their work. Receive frequent reprimands from teacher, minor infractions, and/or major infractions. 6

7 P.A.W.S. REFERRAL PROCESS How Do I Refer a Student? Gather behavioral data to support concerns Meet with Teacher Support Team Behavior support plan will be created and teacher will continue to gather data If deemed appropriate, student will be referred to multi-disciplinary team Baseline data for the P.A.W.S. program will be gathered for 5 days. SAC will call parents to explain program and receive permission P.A.W.S. IN ACTION What Happens Next? Child will begin checking in (morning) and checking out (afternoon) with P.A.W.S coordinator. Child will receive daily from teacher and coordinator regarding goals Child will receive points by coordinator for meeting goals After receiving a specified number of points the child will be rewarded. PBIS TIER 2 CICO PROCEDURES FOR MENTOR MONDAY FRIDAY PROCEDURE Check In Grades :55 in the science lab 3 rd floor (STAFF NAME) back up -Danielle Winn Grades k-2-8:55 with mentor going to student s homeroom (STAFF NAME) 1. Look over signed DPR from day before and give back to student to keep 2. Give student new DPR 3. Complete columns 1-5 on Check In Check Out Form at morning check in (Give a paw and lots of praise if DPR came back signed) Check Out Grades :55 in the science lab 3 rd floor (STAFF NAME) Grades k-2-2:55 with mentor going to student s homeroom (STAFF NAME) 1. Complete columns 6-7 Check In Check Out Form 2. Separate DPR White copy goes home to parent Yellow copy stays in folder and goes to coordinators on Friday afternoon after check out (STAFF NAME and STAFF NAME) Pink copy stays in Mentor s folder FRIDAY AFTERNOON PROCEDURE Mentor is to put yellow copies of DPR and Check In Check Out Form from the week in guidance drop box. Pink copies of DPR remain in the student folder with the mentor. CICO MENTOR CHECKING IN FORM "#$%&'()*"#$%&+,-*.+/01*2/(+(#*34#0#(-5/6*7$"++4* 8##%*+91*:::::::::::::::::::::::::* 7-,;#(-** "#$%&'(* 7'=(#;* G+54* >+'(-E* A,(('(=* <50#1* >5/#(-* "#$%* +(-/5$-* 35/(#;H* I+-54* +?6*+9* B>287* $5/;C* D+(;56* I,#E;56* 8#;(#E;56* I",/E;56* CICO: CHECK IN AND OUT MENTOR FORM Attach new Check In Check Out form for the next week to outside of folder and make sure there are 5 copies of the DPR in the folder for upcoming week../';56* (Forms located next to guidance drop box.) P.A.W.S REWARD MENU EXAMINING TIER 2 PROGRAM EFFECTIVENESS Homework Pass Front of Lunch Line Teacher s Helper Lunch with Teacher School Store Coupon Extra Recess or Computer Time 10 out of 16 = 63% meeting their goal 7

8 EXAMINE STUDENT DATA OUTCOMES VISUALLY EXAMINE STUDENT DATA OUTCOMES VISUALLY EffecOve school wide system in place? Student not responding to school wide expectaoons/needs addioonal behavioral support? Implement CICO Is CICO reducing problem behaviors? No Yes ConOnue CICO TransiOon to self- management (when appropriate) Is my school ready to implement a CICO system? Conduct Brief FBA Behavior maintained by escape from social interacoon? Behavior related to lack of academic or organizaoonal skills? Behavior related to lack of academic or organizaoonal skills? Behavior related to lack of academic or organizaoonal skills? Escape- moovated CICO CICO + academic support Peer- moovated CICO Intensive behavior support Determining Readiness Do you have the necessary structure in place to move forward? Consider these 5 important prerequisites. 1. School- wide system of behavior support in place SET Score 80% or higher 2. Staff buy- in for implementaoon of the CICO 3. AdministraOve support Time and money allocated 4. No major changes in school climate e.g. teacher strikes, administraove turnover, major changes in funding 5. CICO implementaoon considered a top priority Secondary Systems Planning Team Monitors effecoveness of CICO, SAIG, mentoring, etc. Review data to make decisions on improvements to the interven>ons Individual students are NOT discussed Problem Solving Team Teaming at Tier 2 Develops plans for one student at a Ome Individualized intervenoon (e.g., FBA BSP) Teachers and family are typically invited 8

9 Tier 2 Leadership: Coordinator vs. Facilitator Tier 2 Data: Monitoring Progress and ImplementaOon Coordinator Organizes and/or oversees the specific intervenoons such as CICO, SAIG, etc. Roles include: scheduling meeongs, review & collect data to share during team meeongs, etc Facilitator/Staff Directly provides intervenoon support services to youth/ families Roles include: meeong with students for CICO, running groups, etc. h6p:// (Eber & Swain-Bradway, 2013) RestaOng the Importance of Data Build an automaoc system ConOnual process of reviewing data Important for entering students, progress monitor students, exiong students from intervenoons, or move them to a more intensive intervenoon ConOnued use of data at all three Oers to evaluate systems, determine where supports should be targeted, engage staff and families in decision- making Ask yourself Are we ready? 1. Are universal supports firmly in place? 2. Are data used consistently in team meeongs 3. Do data decision rules to idenofy students who need secondary supports currently in place or could they be formulated? 4. Do we or are we prepared to pay equal aeenoon to pracoces (student support) and systems (adult support) Ge^ng Started Work within current formal and informal systems Develop missing steps of efficient process Provide training and technical assistance to facilitators Grade Level/Team Problem Solving Teams (partnership) Tier II Team Complete Resource Mapping AcOvity Thank you QuesOons? Adam Feinberg, Ph.D., BCBA- D afeinberg@mayinsotute.org Lindsay Fallon, Ph.D., BCBA- D lfallon@mayinsotute.org 9