MTSS Behavior Resources
MTSS Reinvent Series Round #3
Columbia February 2, 2017
Springfield February 10, 2017
Farmington February 15, 2017
St. Joseph February 17, 2017
Kirksville March 28, 2017
Kaye Otten
[email protected]
8 Top Challenges to Taking Next Steps
1) Manageable and Meaningful Data
2) “Common Purpose and Approach” Among All Staff
3) Effective Alternatives to Suspension
4) Balancing Positives With Not Encouraging “People
Pleasers” or Entitlement
5) Function Based Thinking Questions to Guide
Intervention
6) Easy Access to Teacher Friendly Strategies/
Reproducibles
7) Lack of Expertise/Manpower to Wait Out a Behavior
Bursts
[email protected]
Manageable and Meaningful Data
• Out of instruction, universal screener, progress
monitoring
• Protabula: Real time communication and data
system for out of instruction data.
• Currently developing free screener electronic
scoring system for
• http://www.protabula.com
• Contact Aaron Moss at [email protected]
or 816-305-0698
[email protected]
“Common Purpose and Approach”
Among All Staff
• Follow up trainings-Developing three one hour sessions based
on paradigm shift and core components
• Videotape? Skype?
• Book study: How to Reach and Teach Children with
Challenging Behavior
[email protected]
Effective Alternatives to Suspension
• PBIS and Restorative Practices
• Book study: Positive Alternatives to
Suspension
[email protected]
Balancing Positives With Not Encouraging
“People Pleasers” or Entitlement
• Working with Millennials Can Be a Challenge. Here’s Why
• Book study: Transformative Classroom Management
[email protected]
Function Based Thinking Questions to Guide
Intervention
Protest/Escape/Avoid: They don’t have the Seek/Get/Obtain: The plan needs to not
skill and/or have difficulty using the skill
allow the student to get what they want
when actually in the situation.
through problem behavior. It needs to
teach them an appropriate way.
What skill is missing?
How can we teach them this skill?
When are you going to talk to this student?
When, where and with whom does the
behavior occur?
What happened before the behavior? Is
the student trying to protest, avoid and/or
escape it? If so, why?
What prevention/protection strategies can
be put in place? Remove the trigger(s)?
Provide more structure and/or support?
What help or resources do you need?
What skill is missing?
How can we teach them this skill?
When are you going to talk to this student?
What happened after the problem
behavior? Did it reinforce or “pay off” the
behavior in some way?
How do the adults need to respond
differently to not allow the “pay off”?
What do we need to teach the student to
do instead to get the “pay off” (take a
break, ask for help, express wants/needs
with words, get attention appropriately)
What help or resources do you need?
[email protected]
Easy Access to Teacher Friendly
Strategies/Reproducibles
The Tough Kid Tool Box
The Tough Kid Book: Practical Classroom
Management Strategies
The Tough Kid New Teacher Kit
[email protected]
Lack of Expertise/Manpower to Wait
Out Behavior Bursts
• Need for more “interventionists”
• Have seen successful models with full time
positions between a paraprofessional and
teacher pay scale
• Registered Behavior Technician training and
certification a “perk”
• Must be supervised by BCBA to actually get
certification but could get the training regardless
• 40 hours completely flexible, self-paced and
online
[email protected]
Registered Behavior Technician Trainings
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Relias Academy
https://www.reliasacademy.com/crs/storeus/rbtcurriculum?ads_cmpid=295877238&ads_adid=21687182358&ads_matchtype=p&ads_network=g&
ads_creative=149305939387&utm_term=rbt training&ads_targetid=kwd88971931518&utm_campaign=&utm_source=adwords&utm_medium=ppc&t
Verbal Behavior Institute
https://www.onlinerbttraining.com
Consultants for Children, Inc.
http://autismbxtraining.com
Behavior University
http://behavioruniversity.com/rbt
The University of Kansas
http://kupce.ku.edu/rbttraining?utm_source=BACB&utm_campaign=JCN170186&utm_medium=email
[email protected]