Virginia PBIS Conference | June 30, 2011
Behavior Intervention
Planning within a
School-wide System of PBIS
Lucille Eber
IL PBIS Network
www.pbisillinois.org
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
Supporting
Student Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/
Secondary
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out
Social/Academic
Instructional Groups
Daily Progress
Report (DPR)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Individualized CheckIn/Check-Out, Groups &
Mentoring (ex. CnC)
Tier 3/
Tertiary
Brief Functional Behavioral Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex FBA/BIP
Illinois PBIS Network, Revised Aug.,2009
Adapted from T. Scott, 2004
SIMEO Tools:
HSC-T, RD-T, EI-T
Wraparound
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Sept. 1, 2009
Brief
FBA/BIP
FBA/
BIP
Complex
FBA/BIP
WRAP
A Context for PBIS
• Behavior support is the redesign of
environments, not the redesign of
individuals.
• Positive behavior support plans define
changes in the behavior of those who
will implement the plan. A behavior
support plan describes what we will do
differently.
Interventions
Ownership & Voice: A Key to
Intervention Design
The person who is supposed to
implement the strategy needs to be
actively involved in designing it; or it
probably won’t work!
Problem Solving Steps
Identifying who needs an FBA/BIP
• Academic/behavior data indicates challenge
• High intensity or frequency of behavior
• Behavior impedes academic performance
• Don’t understand behavior
• Behavior seems to meet need or be reinforcing
for student
• Interventions have not been successful
• Use data
Common Mistakes Seen in
Behavior Intervention Plans
• Becoming ‘immobilized’ by setting events
beyond the control of the school
• Skipping the replacement behavior
• Not enough teaching strategies/opportunities
• Putting all the ‘eggs in one basket”
• Other?
Functional Assessment of Behavior
“BIG IDEAS”
• Functional assessment is a problem solving
process – a way to think about behavior
systematically.
“FA can be done in your head.”
• Functional assessment identifies the events
that reliably predict and maintain problem
behavior.
FBA Team Process Steps
1.
Collect information
1.
What does the problem look like?
2.
What series of events predicts behavior?
3.
What is the maintaining consequence of the
observable behavior?
4.
Hypothesis statement?
2.
Develop “competing pathways” and
replacement behaviors
3.
Develop BIP.
4.
Develop strategies for monitoring & evaluating
implementation of BSP.
Competing Behavior Pathway
Setting Events
Triggering
Events
Challenging
Behavior
Maintaining
Consequences
COMPETING PATHWAYS
BEHAVIOR
INTERVENTION
BEHAVIOR
SUPPORT
PLANNING
PLANNING
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
“Bruce”
• 5th grade
• Difficulty socially interacting with peers at
school and in the community
• Entered the 2007/08 school year with a
Behavior Intervention Plan from the
previous school year
• DCFS involvement
Trauma
• DCFS involvement
• Removal from home, school, or
community
• Adults in conflict (domestic violence,
parent in jail/prison, drug/alcohol abuse)
• Medical concerns in family
• Poverty
Tier 2/Secondary Supports
• In November, after receiving an office referral,
‘Bruce’ began Check-In/Check-Out.
• By January, data (SWIS & BEP) showed that
student was not responding to CICO
• Team modified his Check-In/Check-Out to a
Check and Connect
• School social worker initiated a simple
Functional Behavior Assessment which guided
the team to identify ‘days with P.E.’ as very
difficult days.
Behavioral Pathway
Setting
Event
Problem
Behavior
Consequence
Function
Days with
Gym
Negative
comments
about activity
and to peers
leading to
physical
contact
Sent out of
P.E. class
To escape
setting
Brief Function-based Interventions
Setting Event
Supports
•• Add checkin before
gym
Antecedent Strategies
Teaching Strategies
• Behavior Lessons
for all students
about using
respectful
language with self
and others and
how to be to be a
good sport
•Teach social skills
(getting along with
others, friendship,
problem solving,
sportsmanship)
• More frequent
activities with less
focus on
competition
(parachute, 4square, etc...)
• Pre-correct
•Teach how to
approach gym
teacher to ask for
a drink of water to
leave setting.
•Teach student how
to re-enter and
continue with
activity
Consequence
Supports
• Acknowledging
/rewarding
student when
uses new skills
(asking for a
drink of water
to leave, using
respectful
language with
peers, being a
good sport,
etc..)
Secondary Systems/Practices
• Decision Rules for
Entrance into a
Simple Secondary
Intervention:
– A student at our
school begins to
access Secondary
Level Interventions
when they earn 1 or
more majors or more
than 4 minors within a
months time.
• Simple Secondary
Interventions
Available:
– Check In Check Out
– Social Skill Groups
– Check In Check Out
with Modified
Features.
Secondary Systems/Practices
• Secondary Systems
team Meetings
• Decision Rules for
Exiting a Secondary
Intervention
– Held twice a month
– Review progress of
group interventions
systems
– Average of 80% of
points earned on Daily
Progress report and
less than 4 minors or 1
major in a month.
“Sara”
• Sixth grade
• Difficulties with behavior on almost a
daily basis
• Behaviors affected her ability to perform
academically throughout the school day
Secondary Systems/Practices
• Student met decision rule in late
November, receiving a major for Class
Disruption.
• Previously (Sept. and Oct.) earned
some minor infractions but not more
than 4 in a month
Secondary Systems/Practices
Review of CICO Data
– Mid December-Earned average of 65% of points per
week, earned 8 minors, 1 major
– Mid January-Earned 70% of points per week, 18
minors, 2 majors, Added Social Skill Group along with
CICO
– Mid February-24 minors, 3 majors, was decided (
based on decision rules) that interventions were not
working and behavior was escalating
– Referred to Problem-Solving Team
Secondary Systems/Practices
• As a result of the increasing trend of referrals and
failure to reduce problem behavior with Check In
Check Out and a Social Skill Group the student was
referred for a Brief FBA/BIP
• In early March, the school social worker interviewed
the student regarding her perspective of the problem
behavior (student interview). Her mother was present
for this interview.
• The team met with the student’s mother to do a Brief
FBA/BIP. The student was present for a portion of
this meeting.
Data/Tools Utilized to do a Brief FBA
•
•
•
•
•
•
Utilize existing CICO data
Student Directed Interview
Family Interview
Teacher Interview (FACTS)
Competing Behavior Pathway
SWIS Individual Student Report
–
–
–
–
–
• Review the “Big Five”
Average Referrals Per Day Per Month
Referrals by Problem Behavior
Referrals by Location
Referrals by Motivation
Referrals by Time
Function of Behavior
• It is hypothesized that the function of the
students disruptive behavior is to gain
attention adults within the classroom setting.
The guiding principle for intervention in this
case then is to provide high levels of adult
attention to prevent problem behavior and
when she is demonstrating appropriate
behaviors. Additionally, to withdraw attention
when she is displaying inappropriate
behaviors (that can be ignored).
Additional Information to Consider
• History of Consequences
• Description of Incidents to determine the
intensity of misbehavior.
• Are referrals from the same staff member all
the time or have a variety of staff given student
referrals?
Problem Behavior
• The student has obtained the most referrals
due to instances of class disruption (57
minors/majors) and disrespect to students and
staff (31 minors/majors) out of 148 total
referrals this year.
• Instances of class disruption range from
blurting out, wandering around the room,
making noises to get attention, to making rude
or disrespectful comments.
Summary Statement
Desired
Alternative
Raise hand to
participate, perform
SLANT behaviors,
use kind words when
interacting with
others
Setting Events
Low levels of
attention from
peers or adults
Triggering
Antecedents
Decreased levels of
attention teacher,
redirection provided by
teacher to perform
more appropriate
behaviors.
Problem
Behavior
Blurting out,
wandering around the
room, making noises,
making rude
comments.
Typical
Consequence
.
Positive social
interactions,
positive
attention from
peers and
adults
Maintaining
Consequences
Student immediately
gets attention from an
adult when engaged in
inappropriate behavior-
Function
Replacement
Behaviors
Utilize appropriate
social skills (request
assistance, initiate
social interactions, and
to maintain social
interactions).
Setting Event
Supports
Antecedent
Supports
-Student will be
called on as
frequently as
possible when
she
demonstrates a
raised hand.
Instruct entire class
on SLANT
Behaviors/Post
SLANT posters and
provide individual
cue cards on each
student desk.
-Student will be
prompted that
she will be
called on next if
she raises her
hand and
someone else is
participating.
-Prompt/Pre-correct
replacement
behaviors (Indv.
DPR)
-Adults attends to
(give attention to)
appropriate behavior
as they occur.
-
Behavior
Supports
Consequence
Supports
-Teach
replacement
behaviors
Feathers for using
replacement
behaviors
-Academic
Behavior Skills
Group: how to
appropriately seek
out peer and adult
attention, SLANT
Behaviors
-Lunch with staff
member of her
choice for
meeting point
goal two days in a
row.
Adults conference
with student
regarding
inappropriate
behaviors only at
the end of the
class period.
Planned Ignoring
Using the Daily Progress Report
• Individualized Check In Check Out
System
- 3 replacement behaviors
• Raise your hand to participate in class
• Perform SLANT Behaviors
• Use kind words when interacting with others
• Student could earn up to two points for using each
replacement behavior within each class period.
Student carries Daily Progress report between
classes, receives feedback, and points after each
class period. Checks in in the morning and out in the
afternoon with the school secretary.
Data-based Outcomes
• FBA/BIP began in Mid March (one week before
Spring Break) and continued throughout the
remainder of the school year.
• Mid-March to April
– 75% of Average Daily Points, 7 minors, 1 major
• April to May
– 82% of Average Daily Points, 10 minors, 1 major
• May to June
– 85% of Average Daily Points, 7 minors, no majors