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Briana Weiner Illinois Positive Behavior Interventions and Supports National PBIS Leadership Forum October 11, 2013 Chicago, Illinois, Ph.D.

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Presentation on theme: "Briana Weiner Illinois Positive Behavior Interventions and Supports National PBIS Leadership Forum October 11, 2013 Chicago, Illinois, Ph.D."— Presentation transcript:

1 Briana Weiner Illinois Positive Behavior Interventions and Supports National PBIS Leadership Forum October 11, 2013 Chicago, Illinois, Ph.D.

2 Universal Targeted Intensive All Some Few Continuum of Support for ALL Dec 7, 2007 Students with ASD benefit from supports and interventions at all three tiers At what tier do you include students with ASD in your PBIS implementation?

3 What we know from PBIS Everything goes better when students know what to expect and what to do

4 Tier 1 – Universal Key Features Define school wide expectations Teach /Precorrect Model/Practice Acknowledge Reteach Illinois PBIS Network Universal Manual – Version 3.0, 10/2010

5 Systems at the Tier 1 Level  Universal team meets on a regular basis to review referrals and to review:  Treatment integrity data  Classroom behavior practices  Visual support practices  Communication practices  Social skills practices

6 Tier 1 Tips and Tweaks Must explicitly teach expectations with examples in all environments using visual supports and hidden curriculum Reinforce expected behaviors – may need to adjust reinforcement Connect cause and effect Include self-regulation supports

7 Another thing - Generalization cannot be assumed Students with ASD often have trouble generalizing = New room = New activity Different font = Different word PEGYM

8 CLASSROOM EXPECTATIONS MATRIX Be RespectfulBe ResponsibleBe Safe Use quiet voicesComplete all assigned tasks Keep hands and feet to self Raise your hand and wait to speak Come to class on time When seated, keep 2 feet and 4 legs on floor Listen to instructions and directions Be prepared: have all materials Walk at all times

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10 CLASSROOM EXPECTATIONS MATRIX Reminder Card 3x5 card for wallet or notebookExpectations on handheld – productivity apps Be RespectfulBe ResponsibleBe Safe Use quiet voicesComplete all assigned tasks Keep hands and feet to self Raise your hand and wait to speak Come to class on time During seat work, keep 2 feet and 4 legs on floor Listen to instructions and directions Be prepared: have all materials Walk at all times

11 Sample Matrix - Arrival Expectation Be ResponsibleBe RespectfulBe Safe BehaviorBe on timeObey SupervisorsWatch for cars BehaviorPut your coat awayKeep hands and feet to self Use cross walks and sidewalks BehaviorHave your suppliesEnter class quietlyWalk at all times

12 Morning Checklist Be ResponsibleActivity Walk to Locker Open Locker Hang up Coat Put away Backpack Room 133 Walk to classroom Sit in assigned seat My Morning Schedule

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15 Polite Words Example Rude Words Non Example Great job! Great idea Nice job Awesome Yeah So what You’re stupid That was dumb That Stinks Duh! Respect Others - Use Polite Words 1.Teach The Hidden Curriculum 2. Reminder card or note 3. Review/have student review as part of arrival routine

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18 Be Respectful Class Discussions Raise Hand Talk when teacher responds Use # 2 voice Talk once then listen Use Polite Words

19 Good Choice Pledge

20 Visual Organizer for Kick-off Day Break

21 Cool Tools – Tips in teaching Make it visual (short video clip & review) Make it literal, model and practice Teach in the natural environment Increase the teaching, reminders and practice opportunities Use posters, gestures to prompt visually, moving toward self-prompting Individualize the reinforcement

22 When tier 1 isn’t enough… Not a new model Just intensify –Systems –Data –Practices

23  Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.  Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.

24 Individualize CICO » Pre-teach cues and rules » “Chosen” mentor » Individualize incentive and reinforcement use special interests weekly menu of rewards add additional CI to increase chancing of “catching them good”

25 Example Daily Progress Report Name _________________Date __________________ I am earning points for __Friday Movie_____________ Possible Points ______ Goal _______ Points Earned ______ 2- I did It! 1- I did it with Reminders! Expectation Check InHallwayLunchCheck Out Be Respectful I Will Use Polite Words Be Responsible I Will Use my Calming Sequence Be Safe I Will Ask for Breaks Mentor Signature _______________________ Parent Signature _________________________

26 Used at a transition program-notice pictures for older students

27 Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. Used with permission.www.asperger.net CHECK OUT

28 Tier 2 Tips and Tweaks SAIG - Instructional Curriculum/Materials to Consider The Hidden Curriculum Social Thinking TM Social Narratives including Social Stories TM SOCCSS,SODA Social Autopsies Video modeling Self-regulation strategies

29 Stress Thermometer Stress Signals ___________ ___________ ___________ ___________ Relaxation Techniques ___________ ___________ ___________ ___________ Self Regulation Strategies

30 My Calming Sequence 1.Squeeze my hands 2.Three deep slow breaths 3.Close my eyes 4.Think happy thoughts Adapted from Buron, K.D When My Worries Get Too Big

31 Coping Cards Take 2 deep breaths with your eyes closed Press your hands together and count to 10 slowly

32 Taylor and Her Fans by Cassie Jones Taylor Swift loves being a star, but sometimes it is difficult for her to be nice to everyone. At the end of a long day in the studio or after a concert, she is often tired and it is difficult for her to be nice to her fans and friends. Taylor has learned that it is important to smile at people she meets and say nice things to everyone, even when she is tired. She has learned that if she can’t say something nice, it is better to just smile and say nothing. She stops and thinks about comments she makes before she says anything. Just like Taylor, it is important for young people to think before they talk. It makes Taylor proud when preteens and teenagers remember to do the following: 1. Think before you say anything. Say it in your head first before you say it out loud. 2. If you can’t think of something nice to say, smile and don’t say anything. 3. You do not have to say every thought that you think out loud.

33 1. Think before you say anything. Say it in your head first before you say it out loud. 2. If you can’t think of something nice to say, smile and don’t say anything. 3. You do not to say every thought that you think out loud.

34 Tier 3… Layering Supports As students start with tier 2 interventions and may not be successful, layering additional interventions is important A student could be in CICO, in SAIG, have a FBA/BIP and also be involved in wrap. OR, students could start with wrap, then the team/school would make sure the student had access to lower level interventions as a part of the wrap plan Tier 3 wrap student action plan builds on lower level interventions as a part of the comprehensive wraparound plan

35 10 Principles of Wraparound 1.Family Voice and Choice 2.Team-Based 3.Natural Supports 4.Collaboration 5.Community-Based NWI standardized the 10 principles in –Revised persistent to unconditional 6.Culturally-Competent 7.Individualized 8.Strengths-Based 9.Unconditional Care 10.Outcome-Based 35 Perfect for students on the spectrum

36 Value Base  Build on strengths to meet needs  One family-one plan  Increased parent choice  Increased family independence  Support for youth in context of families  Support for families in context of community  Unconditional: Never give up P.Miles, 2004

37  Added Benefit – You will find that LOTS of students will benefit, not just those with ASD


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