Presentation on theme: "UNIVERSAL DESIGN FOR LEARNING"— Presentation transcript:
1 UNIVERSAL DESIGN FOR LEARNING POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTSADDRESSING SOCIAL DEVELOPMENT THROUGH THE MASSACHUSETTS TIERED SUPPORT SYSTEM
2 Lets define our terms PBIS/PBS/SWPBIS: interchangeable terms Evidence based: identifying what works based upon the best available research and experience (how do we know it works?)Fidelity: accuracy of reproduction, staying true to the modelSustainability: the capacity to endure over time
3 Where We StartWe cannot “make” students learn and we cannot “make” them behave. However……
4 We can create environments to increase the likelihood that students will learn and will behave
5 Environments that support student achievement and appropriate behavior use a core curriculum and are implemented with consistency and with fidelity.
6 Universal Design for Learning Not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
7 A Continuum of Support for All TargetedIntensiveUniversalAllSomeFew
8 School-wide Positive Behavior Support Systems NonclassroomSetting SystemsClassroomIndividual StudentSystemsSchool-wide8
9 “BIG IDEAS” to ensure the sustained use of best practices school-wide. PBIS organizes the Host EnvironmentHow decisions are made, (Data)How things are done, (Systems) andHow staff interact with students (Practices),to ensure the sustained use of best practices school-wide.29
10 Your SW-PBS Map Support Staff Behavior Support Decision Making Support SYSTEMSPRACTICESDATASupportStaff BehaviorSupportDecisionMakingSupportStudent Behavior
11 What Do Data, Systems & Practices Look Like? Central Data SystemLeadership TeamInstructional Lessons/Cool ToolsSystematic Data EntryEvaluationRoutinesEfficient Referral FormCommunicationSupervisionMultiple Data SourcesCoaching and TrainingReinforcementIdentification of Secondary/TertiaryPolicy Development and FundingContinuum of Consequences Instructional Discipline
12 Next:How one middle school successfully integrates PBIS with academic interventions to raise achievement levels.PBIS tools that an elementary school uses to provide a consistent, safe and positive school culture.Description of Tier Two and Tier Three Supports for children with more intense behavioral needs.
13 Positive Behavioral Interventions and Supports at Worcester East Middle PBIS is a process for creating safer, more effective schools. The goal is to create a positive school culture by identifying, adapting, and sustaining effective school-wide disciplinary practices.Read to Know, Write to Show
14 PBIS School-Wide Systems for Student Success Tertiary InterventionsIndividual studentsAssessment-basedHigh IntensitySecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll studentsPreventive, proactive80-90%1-5%5-10%Academic Systems80-90%Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresSecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll settings, all studentsPreventive, proactive1-5%5-10%Behavioral SystemsAll Checked, Done 3/2/09Read to Know, Write to Show
15 1 2 3 4 5 6 6 Components of PBIS PBIS language, Common Approach Teacher buy-inClear Set of Expectations2STAR expectationsRoll-outs, Second Step,Teach-reteachProcedures for TeachingExpected Behavior3Procedures for Encouraging Expected Behavior4Starbucks, PBIS eventsDouble Check this slideProcedures for Discouraging Problem Behavior5Discipline hierarchy, Discipline committeeOn- Going Monitoring and Evaluation6DATA, Staff communicationStudent feedbackRead to Know, Write to Show
16 WEMS PBIS Universal Team Weekly meetings every Wednesday at 7am Internal CoachesAdministrationAdjustment CounselorAll Checked, Done 3/2/09Universal Team MembersAt WEMS we have a teacher representative from each of the 8 Academy's along with Enrichment representationRead to Know, Write to Show
17 Create Incentive System PBIS Universal TeamIdentify Problems-- Bathroompasses-- Subway system-- Frequent flyer-- Lunchprocedures-- Roll outs-- Midyearreview-- Schoolmotto-- SecondStep-- PBIS binders-- Weekly meetings-- Share out during CPT-- Staff training-- Fundraisers-- Adm. buy-in-- Faculty buy-inCreate Incentive SystemIncreaseCommunica-tionSustainingTeachExpectations-- School store-- STAR bucks-- Quarterlyrewards &assemblies-- Spree dayDoes this work?Read to Know, Write to Show
18 Communication is Key HOW THE PBIS UNIVERSAL TEAM WORKS Weekly PBIS universal meetingShare-out during CPTTeach & reteachAre expectations met?Collect and analyze dataCommunicationisKeyAdministration & facultyEach universal memberStudents practice expected behaviorEvery faculty memberRead to Know, Write to Show
19 STAR Bucks Academic Rewards Behavioral Rewards MAP testing MCAS Summer readingLibraryBehavioral RewardsShow respectTake responsibilityAct appropriatelyReady to learnRead to Know, Write to Show
20 Welcome To Worcester East Middle Home of the Tigers Fonts correct
21 WEMS “Star” Expectations Show RespectTake ResponsibilityAct AppropriatelyFonts correctReady to Learn
22 Inappropriate attire for school CLICK once to start show
23 Take responsibility by leaving these items in your locker; Electronics (game boys, mp3 players…)Cell phonesBackpacksHandbagsGumJacketsFonts correct
24 Travel using the correct stairwell WEMS Subway SystemTravel using the correct stairwellhallwayFront of schoolDorchester St.Flower St.StepScholarsOlympiansAll StarsZenithAlphaOmegaA-TeamPhoenixFonts correct
25 PBIS EVENTS Perfect Attendance Breakfast Honor Roll Awards MCAS, MAP IncentivesIce cream social / Harvest Fest / Bingo / SocialsSchool StoreStudent / Faculty Basketball, Volleyball and Kickball gamesSpree DayTeam Incentive Events, Award CeremoniesFont’s correct
26 Evidence of Effectiveness Read to Know, Write to Show
27 Decline in Habitual Offenders Fonts correctRead to Know, Write to Show
28 Steady Decrease in Infractions by Individual Students 55%52%47%36%Read to Know, Write to Show
29 Student Growth Percentile WEMS was moved from level 3 to level 2 status in 2011 due to the strength of our Student Growth Percentile numbers.Read to Know, Write to Show
30 A Brief Historyin 2005 WEMS was the first Worcester middle school in the district to be declared underperforming.Read to Know, Write to Show
31 PBIS paved the way for academic learning to take place 2005Level 3Vs.2011Level 2High rates of reactive managementLow academic achievementInefficient use of resourcesNegative school climateUniversal LanguageHigh academic growthFocused & Data drivenPositive school climateEvery teacher,All the timeFocus on ResultsRTISafer & healthier schoolIdentify problems& implement proactive changesPBIS paved the way for academic learning to take place
32 Positive Behavioral Interventions & Supports WEMS Social Success Academic AchievementWEMSSocial SuccessPositiveBehavioralInterventions &SupportsRead to Know, Write to Show
33 PBIS at Chandler Magnet Elementary School Amy McDonald M.Ed., CAGS
34 Chandler Magnet School Wide Expectations Matrix School-wide RulesBe Here, Be ReadyBe RespectfulBe SafeClassroomBe on timeDress appropriatelyHave your homework doneCome preparedFollow directionsStay in your seatRaise your handTry your bestUse kind wordsKeep your hands and feet to yourselfKeep chair legs on the floorUse materials appropriatelyHallwaysLine up quickly and quietlyBe ready to leave the areaRemain facing forwardWalk quietlyQuietly use kind words when necessaryWalk in a single fileStay in lineStay to the rightPass the door carefullyKeep hands and feet to yourselfPlaygroundDress for the weatherLine up when the whistle blowsPlay fairInclude othersTake turnsUse appropriate languageWatch for others when running or throwingPlay safeReport any problemsUse materials safelyObey the whistle and walk to your lineCafeteriaStay in a single file lineEat first (talk later)Keep your area cleanFollow directions (1-2-3)Practice good table mannersTrash in receptaclesUse quiet voicesStay in your own spaceWait your turnTake small bitesStay seated until dismissalWalk safelyAssemblyBe ready to listenSit quietlyEnter and exit quietlyListen attentivelySit appropriatelyKeep your feet on the floorParticipate appropriatelyStay with your teacherWalkBathroomBe quickStay in our own spaceFlush the toiletPlace trash in the receptaclesRespect other’s privacyWash your hands with soap and waterKeep water in the sinkWalk in the hallwaysReport any problems to an adult
35 Chandler Magnet School Wide Teacher Matrix Be Here, Be ReadyBe RespectfulBe SafeClassroomFollow a routineBe preparedHave a continuum for responding to behaviorPraise and reward studentsActively monitor student behaviorEstablish high, yet attainable expectationsHallwaysRemind students of Hallway ExpectationsAddress adults and students with respectModel appropriate behavior Praise and reward students and classesUse designated walking points (i.e. double doors, intersections)Check students and adults without hall pass or visitor’s passPlaygroundBe on time for dutyBe on time for pick upSupervise and actively monitor studentsCafeteriaGreet studentsEnsure trash is picked upAssemblyBe on timeRemain with your classBe a role modelBusBe ready for dismissalEnsure lockers are shutActively monitor hallwayActively monitor classroomHelp direct students to their proper dismissal area
36 Chandler Magnet Sample Classroom Matrix Be Here, Be ReadyRespectfulBe SafeTeacher’s DeskHave own materials and use themKeep in front of, ask to have or use items from teacher’s desk.MaterialsBe prepared at beginning of class with ALL items: notebook, pencil, book, homework/assignmentUse your own items; always have your plannerCarry and use items safely and appropriatelyEnter and ExitHave all materials readyStart when bell ringsQuietlyHands, voices, etc. to selfWalkingGo straight to seatStay in seat until dismissedFree TimeWork on assignments for this or other classesTalk quietly when permittedStay seated in chairsKeep chair on floorAsking for HelpAsk questions at appropriate timesAsk specific questionsRaise hand and wait to be called onKeep chairs on floorQuiet TimeWork on assigned tasksHave all materials out and ready to go.Raise hand to be helpedTalk quietly only if specifically allowedSeat WorkWork on assigned taskDrinksKeep allowed water bottles in the classroom half of the room, away from any computers.Have only allowed items—water bottles with screw-on lids.Ask to use fountain in hallKeep closed and to selfBathroomUse restroom during appropriate times—between classes, lunch, break, etc.Get permission firstRaise hand to askLeave and return in an orderly and direct mannerAdditional RulesMake-up work in a timely mannerStudent should arrange for help with teacher outside of class when necessary.Ask for make-up work at appropriate times
37 HALLWAY RULES BE HERE BE READY BE RESPECTFUL BE SAFE Line up quickly and quietlyBe ready to leave the areaRemain facing forwardFollow directionsWalk quietlyQuietly use kind wordsWhen necessaryWalk in a single fileStay in lineStay to the rightPass the door carefullyKeep hands and feet to yourself
38 Chandler Magnet PBIS Lesson Plan AREA: HALLWAYTIME ALLOTTED: minutesMATERIALS: 1-2 adults – Teaching Poster of Hallway ExpectationsTEACH: A. Overview of the lesson:“Today we are going to talk about how ‘we are ready, respectful and safe in the hallway.”B. Guided Discovery: “Could someone tell us what we are going to learn and practice today?”MODEL: A. Demonstrate examples of not following expectations.1. Ready – Show example of not being ready to leave the area. Talk with students about how else a person might not be following the Ready expectation in the hallway.2. Respectful - Show example of not walking quietly (i.e., talking, banging lockers, etc). Talk with students about how else a person might not be following the Respectful expectation in the hallway.3. Safe - Show example of not walking on the right, but on the left. Talk with students about how else a person might not be following the Safe expectation in the hallway.PRACTICE : A. Have all students line up on the right side of the hallway and have them walk down a hallway and back, with the adult monitoring. Follow up with frequent practicing asneeded, particularly when students exhibit difficulty meeting expectations.
40 Punch Cards Allows adults to immediately reinforce positive behavior WHO? = Classroom Teachers, non-instructional adults, administrators, or any other school staff.WHEN? = Studetns meet school wide expectations.WHY? = To reinforce postivtive/appropriate behaviourTo redeem it for a prize from the prize cart during their regularly scheduled art class.
41 Punch Cards: Ensuring Consistency Among Staff When some students are following expectations and the teacher would like to increase compliance among peers.When individuals go above and beyond.When expectations are being met with consistency.When should punches be given?Punches should be given daily.Each teacher should distribute at least 10 punches per day.When giving a punch, the staff should specifically label which expectation is being met.How often should punches be given?For meeting school wide expectations in the classroom, on the playground, in the hallway, etc.For which behaviors should punches be given?
42 Chandler Magnet’s School Wide Recognition and Rewards Quarterly RewardsRecognition forstudents that have not had a suspension or office discipline referral.Spirit DaysIn an effort to promote spirit, unity, and cohesiveness as well as foster amore positive environment, the PBIS team has developed Spirit Days.Each month has a designated themed day.Chandler ChampionsEvery month, each classroom teachers selects a Chandler Champion, orStudent of the month. The qualities of a Chandler Champion areimproved effort, improved attendance or improved behavior.Chandler Champions will be the school’sambassadors, helping to do odd jobs, run errands and lead the school in The Pledgeof Allegiance and the morning songs for the remainder of the month.
43 Classroom Level Reinforcements IndividualWhole ClassExtra computerLunch with someone specialHomework passRead a book in another classLine leaderStickers/prizesPositive phone call or letter homeHelp in office, custodian, or for another teacherHelp a younger student with a learning task for a specified period of timeWork or sit with a friendWork at the teacher’s deskAllow student to call a parentDrawing timeChoose a special seat during independent work timePlay a game with a friendExtra recessMake puppetsPicnicsGame timeHat daySlipper dayBaseball dayPajama dayExtra art timeDanceFree reading timeLunch bunchA lesson held outsideRaffleClass storeClass wide Bingo gameMovie and popcornMake your own sundaes
44 Addressing Problem Behavior Classroom Managed BehaviorsOffice Managed BehaviorsAttendance/TardyRunningOff-task behaviorInsubordinationProfanityGum ChewingSpittingHomeworkOff task/disruptive (+3/day)Non-compliant/defiant (+3/day)Name calling/minor harassmentLying/cheatingDress code violationOut of seat/wandering around the classroomIndirect, inappropriate language/gesturesInappropriate bathroom behaviorPhysical assault/physical intimidationLeaves the classroomRepeated defianceRepeated noncomplianceSexual/racial harassmentMajor/repeated theftDirect, inappropriate language/gesturesOvert defianceTheftForgeryInternet misuse/cyber bullyingChronic dress code violationsBullyingExtreme property damageGang related activityPossession of weapons, drugs or alcoholReference in conversation, writing or pictures to weapons or acts of violence3 or more classroom violations in one day
45 Continuum for Addressing Problem Behavior Least Intrusive to Most IntrusiveError Correction and Reteaching“You aren’t supposed to be out of your seat without asking. Go back to your seat and show me what that looks like. Good! Yes, you may go sharpen your pencil”.Warning“If you continue to the scissors inappropriately, you won’t be allowed to use them”.Loss of Privilege“Scissors are used for cutting paper only, please put them away for the remainder of the activity”.Reflection“John, I asked you to put the scissors away, please go to the “reflection area” and think about why we have this rule and what you need to do in order to rejoin us”Parent Contact“Hi Mrs. Smith, I am calling to let you know that John had a hard time using class materials safely today. Please touch base with him to reinforce the importance of following expectations”.Referral/ODRComplete ODR completely and with as much detail, provided it meets requirements on matrix.
46 PBIS - Tier 2The Yellow ZoneTargeted Team & Wraparound
47 PBIS School-Wide Systems for Student Success Tertiary InterventionsIndividual studentsAssessment-basedHigh IntensitySecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll studentsPreventive, proactive80-90%1-5%5-10%Academic Systems80-90%Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresSecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll settings, all studentsPreventive, proactive1-5%5-10%Behavioral SystemsAll Checked, Done 3/2/09
48 Tier 2 – The Targeted Team Mix of professionalsAdministrationStudent Support StaffClinical TrainingSpecial Education TeacherBehavioral TrainingTeachersCurriculum/Instruction TrainingWeekly Meetings
49 The Role of the Targeted Team On Going Review of Student's ProgressGroup and/or IndividualData DrivenTargeted TeamIdentify StudentsDevelop InterventionRevisit & Revise
50 Check In/Check Out Staff participation Teacher participation Student GreetersTeacher participationVerbal and written feedback to students at pre-determined times.The feedback should be quick, positive, and remind students what they need to work on if the goal was not met
51 Creating the Check In-Check Out Plan 1 to 2 goals at a timeRealistic expectationsPlan for successIncentivesImmediate v delayed
52 Check In/Check Out Point Card Name____________________ Date ____________GOALS:8:309:3010:3011:3012:301:301. RESPECT OTHERS2. MANAGE SELF3. SOLVE PROBLEMS RESPONSIBLYGoal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y NRating Scale2 = Great1 = Ok0 = Goal Not Met
53 Check-in Check-out Cycle Weekly Targeted Team MeetingEXITCICO PlanMorning Check-InAfternoon Check-outHome Check-InClass Check outTeacher ChecksClass Check in
54 Tier 3 - Wraparound Functional Behavioral Assessment – Behavior Intervention PlanThe Red Zone
55 WraparoundNeeds driven rather than service drivenParents have a valued and respected voiceA process for planning, organizing, coordinating, creating and delivering interventions & assistance that are matched with the family and child’s unique needs and strengthsFamily & child centeredRooted in culture & communityPlans include a balance of formal and informal services.Based on strengths, values & preferences
56 Creating a Circle of Support Natural Support Team is a small network of people that are willing to work together over time to help the child and familyAuntsChild & FamilyUnclesCoachesGrandparentsTeachersPediatricianChurch MembersNeighborFriendsGod ParentsPediatricianNatural Team members can be resources found in the community such as;LibrariesClubsSports LeaguesCommunity CenterTeachersNatural Support Team should consist of people who are important to the family and childGod ParentsChild & FamilyNeighborFriendsCoachesUnclesChurch MembersGrandparents
57 Creating The PlanLook at the identified strengths and needs identified in life domain areas.Develop strategies to address needsSet goals and expectations for team membersDecide how to measure outcomes
58 Team meetings Start with accomplishments Solicit team feedback Start on a positive noteCelebrate successesHonor unique contributionsKeep a strengths perspectiveMaintain team energy
59 VISION Strengths Concerns Options Tasks Amber will be able to focus and tell someone she needs help with her work.Amber’s grades will improve.Amber goes to school every dayAmber tries in schoolAmber is good at basketballBetty is a good cook and enjoys being with kidsStrengthsBetty is concerned about Amber’s gradesAmber’s grades are keeping her from being on the basketball teamAmber is not completing her homeworkConcernsAmber can stay after school for extra helpAmber can write a list of her homeworkNext door neighbor can help Amber with her homeworkOptionsAmber will write who her “go to” person is as a “back up” person at schoolBetty will check and sign Amber’s agenda dailyAmber’s teachers will sign her agenda dailyTasks
60 Getting Students Out of The Red ZoneImplementing High Quality Functional Behavior Assessment and Intervention Planning
61 PBIS School-Wide Systems for Student Success Tertiary InterventionsIndividual studentsAssessment-basedHigh IntensitySecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll studentsPreventive, proactive80-90%1-5%5-10%Academic Systems80-90%Tertiary InterventionsIndividual studentsAssessment-basedIntense, durable proceduresSecondary InterventionsSome students (at-risk)High efficiencyRapid responsePrimary InterventionsAll settings, all studentsPreventive, proactive1-5%5-10%Behavioral SystemsAll Checked, Done 3/2/09
62 Sep 6 year old male Kindergarten First school exposure Refusing to enter school/walk to classBecomes physically aggressive towards staff and tries to run awayAggression escalates and parent is contacted to pick up student“Does well” if he is able to get to class with some physical intrusiveness noted
63 FUNCTIONAL BEHAVIOR ASSESSMENT Student Name:Data Sources: Observation | Student Interview | Teacher Interview | Parent Interview | Rating Scales | Normative Testing | Record Review | Supplemental Sources (list): TLC Report____________________________________________________________________________________________________________________________________________________________Description of Student:Description of Behavior (No.__):Setting(s) in which behavior occurs:Frequency (Times per hour / day / week / month ):Intensity (Consequences of problem behavior on student, peers, instructional environment):_________________________________________________________________________________________________________________________________________________________________Duration (How long does the behavior last?):Describe Previous Interventions: _________________________________________________________________________________________________________________________________________________________Educational impact:
64 Functional Behavior Assessment Describes BehaviorRelies on DataDetermines FunctionGenerates a Working HypothesisHits, kicks, criesWhen, WhereEscape/ AvoidObtain
65 Behavior Intervention Plan Based On FunctionTeaches Replacement BehaviorShapes behaviorAssigns ResponsibilityAnd Allocates ResourcesEscapeObtainNeeds to be taughtFulfills function of target behaviorPositive ConsequencesNegative ConsequencesAdministrationSupport StaffTeacher
66 Risks of Current FBA Model Plan Developed by Itinerant StaffSchool PsychologistSchool CounselorBehavior SpecialistIndividually driven system of supportLimited collaborationLimited view of student
67 Systems Issues With Current Practices FBA/BIP Case ManagerTeacher/SchoolNot familiar with daily challenges of schoolItinerant -Hard to build relationshipsCan’t lead enduring system of supportNot all staff assigned this role are behavioristsFidelity hard to monitorTeacher may feel burdenedNo “go-to” person when there is an issueMay not align with resources of school/classHypothesis is off due to missed information
68 Role of the Behavior Support Team Teacher, School Counselor, Psychologist, Intern, Parent & AdministratorCollect & Analyze DataID Function of BehaviorDevelop Working HypothesisImplement Plan based on Function of BehaviorCollect DataMonitor & Analyze ResultsModify & Refine Hypothesis & PlanFlexible membershipTransfer of skillComprehensive ViewBetter Buy-InAligns w/ResourcesFidelity
69 Functional Behavior Assessment Interview SAC, School Psychologist , Teacher, Intern, Administrator, ParentOther: OT, Speech, Gym Teacher, Community ProvidersDescribe BehaviorObjective, measurableFrequency, intensity & durationSetting Events/ AntecedentsWhen, Where, with WhomDescribe ConsequenceWhat is child getting out of the behavior?Determine Function/Propose a testable hypothesis
70 ABC – Behavioral Pathway Chart Refusal of Morning Transition Setting EventAntecedentTarget BehaviorConsequencesNo Health IssuesNo prior School ExposureHx of Separation AnxietyStudent resists Mother at home.Mother attempts to drop student at school.Staff approach to assist motherStudent clings to motherWalks slowly or stopsStudent attempts to run.Hits, kicks, and spits at staffTries to escape buildingDaily, 5-90 minsStudent sent home early on 8 occasionsMother opted to take him home on 6 occasionsStays in admin offices with adults waiting for momWhen student has made it to class, He has engaged in activitiesSetting EventAntecedentTarget BehaviorConsequencesNo Health IssuesLate Sept. transfer from Magnet School due to absencesNo prior School ExposureHistory of Separation AnxietyStudent resists Mother at home getting ready.Mother attempts to drop student off at schoolStaff approach to assist motherSeparates most easily from fatherStudent attempts to run after his mother, even after she has left.He cries.Hits, kicks, and spits at staff.Will run and try to open doors to escape building if possible.Student sent home early on 8 occasionsMother opted to take him home with her following refusal behavior on 6 occasionsStays in admin offices with adults waiting for mom.When student has made it to class, He has engaged in activities.
71 Competing Behavior Pathway – Refusal of Morning Transition Setting EventNo prior schoolexperienceHistory ofSeparation AnxietyAntecedentMother attemptsto drop Sepoff at schoolStaff approachto assist withwalking studentinto schoolTarget BehaviorClings to motherAttempts to runafter motherHits, kicks, spitsat staffTries to escapeDesiredBehaviorSeparates from motherJoins class lineEnters buildingAlternativeStudent separatesfrom mother withverbal support andpositive incentivesSticker BadgeWalk of PrideBreak BoxMaintainingConsequenceSchool feels safeVerbal PraiseTeacher RelationshipMother decides notto leave himMother is calledto pick him upSpends time in SACoffice while waitingFunctionTo escapeemotional pain
72 What Does the BST Do Now? BST-Brainstorm Mom Agrees on the Message Principal Reassigns Morning DutiesPsychologist Accepts Referral for Lunch BunchSAC makes counseling referralTeacher suggests Break BoxBehavior Specialist suggests Sticker BadgeBST-BrainstormIntervention =Function
73 Intervention Strategies Setting Event StrategiesAntecedent StrategiesBehavior Teaching StrategiesPositive Consequence StrategiesNegative Consequence StrategiesAcculturate studentNovel/stimulating environmentStick to RoutinePost and teach PBISSchool-wide ExpectationsNurture relationship with student.Interest student in what class and teacher have to offer“We can fix this!” Educate staff, student and parent re: separation anxietyMother gives clear messageMother says a brief goodbye.Administration provides support in amRehearse with studentGive student reason to get to class“Safe Place” in classTeach school-wide expectations utilizing the PBIS MatrixLabel positive behavior. “You have kept your hands and feet to yourself. Good job!”Teach use of “Safe Place”Kindergarten Lunch BunchCalming Oneself DownSharingTaking TurnsJoining InPersonal SpaceReferral for Outpatient CounselingFabulous Sticker Badge PlanVerbal PraiseSticker BadgeWalk of PrideBreak BoxClassroom Safe and WelcomingPositive conference with momHome IncentivesMinimize attentionNovel or engaging experiences at a minimumConference with motherIf student is sent home, Mom will keep enjoyable activities to a minimum
74 What will Sep do instead? Behavior Teaching Strategies Universal level teaching of PBIS School-Wide Expectations across school settingsTeach that his teacher and school is a safe placeDevelop Relationship.Stimulating EnvironmentDescribe and Label positive and desired behaviors as they occurLunch Bunch - social skills training in calming down, personal space, sharing, joining in, listening, following directions and taking turnsCommunity Based Counseling Referral
75 The Sticker Badge Plan Function Served - ESCAPE Classroom Safe and WelcomingCompetes with safety of being with mother.Encourages Use of Replacement BehaviorBuilds Positive Relationship With TeacherReinforcement Schedule for PBIS expectation - “Be Safe”AM Transition - One sticker per threshold (7)In class - One sticker every ten minutesDifferentially reinforced during “trigger times” – One sticker.10 Stickers = Break BoxThe Sticker Badge Plan
76 Break Box The Break Box Ten Stickers = Break Earns 10 minutes of play at his desk with the Break BoxSize of shoeboxFour items of choiceReload every Friday
77 Implementation and Follow Up Behavior Support TeamReview DataDecrease from Baseline?Revise and Modify PlanFollows UpDays 1,3,5…Resource Interven-tionPhase
78 Positive Behavioral Interventions & Supports Social Success Academic AchievementYourSchool’sNameSocial SuccessPositiveBehavioralInterventions &SupportsRead to Know, Write to Show
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