Presentation on theme: "Prevention Through Planning and Assessment"— Presentation transcript:
1Prevention Through Planning and Assessment Kerry Duersteler Kelleah LewisKelley Stendler Melissa MyersJuly 21, 2009
2Knosler’s Change Process Vision confusionIncentives resistanceSkills anxietyResources frustrationAction plan treadmill= CHANGETodays goal provide
3Functional Behavior Assessments An FBA is a process, not a form (the form is used to document the process)The purpose of conducting an FBA is to help the team collaboratively develop an effective Behavior Plan that meets a student’s individual needsThe goal is not to suppress inappropriate behavior; it is to increase positive prosocial behaviors –Eric HartwigSecond Bullet: the FBA is done first!! i.e. You wouldn’t want the doctor to create a treatment plan without first examining you. Example: You have severe headaches. Doctor prescribes pain killers. What could the diagnosis be? How effective would painkillers be? Brain tumor, TMJ, Eye strain,
4FBA: Setting Factors Time of day Day of the week Class / subject PeriodTeacherStructured v. unstructured times (classroom v. halls)Recommended 3 short (10-15) min. in different settings, more effective than 1 longer-TPS Who could do it?
5Data Collection To determine triggers, setting factors & functions: Conduct observationsInterview the studentInterview parents, teachers or other staffUse questionnaires, checklists or rating scalesReview previous recordsTrack & review other behavioral dataSticky note those you personally might use. Admin. Share, teacher share. How will you communicate who is doing what?
6FBA: Function of Behavior When kids misbehave, they are communicating in the only way that they know how. They are telling us a need is unfilled or trying to meet the need themselvesCommon Functions Include:Avoidance (can’t do or won’t do)Power & Control (including revenge, perceived justice)Attention (adult, peer or both)Self –regulation, copingHandout more description, P. 36, 37guess, function Does strategy replace the same NEED???
7FBA sample New group of 3-Discuss the following What was the problem? What was the function?What do you think is the most powerful component, why??What impressed/surprised you?
8Now you can do the BIP! Now that the team has conducted an FBA, you can begin to identify possible interventions.As you construct the BIP, remember:The FBA is the basis or backbone of the BIPThe team must identify a realistic, practical replacement behavior that meets the same need or functionConsider this: Old way-We used to spend time on consequences, New Way-It is FAR more effective to identify preventative strategies and Positive Behavior Interventions based on functionsQuitting Smoking, Success depends on meeting the student’s need(s)
9Implementation of BIPEven the most effective BIP will not change the behavior dramatically in a short periodOften, with an effective plan, the behavior gets worse before it gets betterMany experts say it takes 6 weeks for real behavior change to take placeIt’s crucial for the team to implement the plan consistently & with integrity for several weeks
10Fact Sheets BIPs and IEPs must be individualized EBD is not OHI is not Autism is not TBITools include, fact sheets, Blueprints for Success, EBD evaluation guide, Melissa’s website, maroon book
11Fact Sheet activity Count off by 8 Jigsaw topics Read in group Discuss who should have theseWhen should they be usedHow are they helpful?
12Strategies for Effective IEP Meetings (Maintaining a Focus on the Child)
13PL94-142 / IDEA IEP Meetings Held at Least Annually Required Team MembersParent(s) of the StudentGeneral Ed TeacherSpecial Ed TeacherAdministrator or Administrator Designee (LEA)Student, as appropriateMost common error- general ed. And LEA are required to stay. A form must be signed by parents giving permission to leave early. Suggestion: Think about scheduling IEPs so this can happen. Substitutes? Collaboration time???Who’s responsible?
14Getting your Ducks in a Row Before the IEP Meeting Implement a Uniform SystemSchool-wide ProcessMaster CalendarIEP Meeting SchedulingAdministrator DesigneesBring DocumentationBehavioral Data: behavioral reports, detentions, attendance, referrals, anecdotal notes, suspensions.Academic Data: Formal and Informal Assessments: student work samples, academic assessments, MAPs, rubrics.How can the principal facilitate? How can lead teachers help? How can special ed. Help? As a building group, come up with a procedure.
15During the IEP Meeting see handout on IEP agenda
16IEP Team Taboos Blaming individuals Making excuses for shortcomings or problemsLack of participationArguingDefensivenessOffensivenessSelf AdvocacyExcessive TalkingNon ParticipationSide BarsIndividual DissentCount of by 7s. What does it look like sound like? Come up with 3 examples you’ve heard. In what ways does it make the meeting less effective. Share out
17During the IEP MeetingStrategies for Dealing with Challenging BehaviorsRemain calm & pleasantRefrain from raising voiceAvoid arguingActively listenAvoid words with negative connotationsQuestion rather than stateLook for areas of agreement
18During the IEP Meeting How Does Consensus Look? Each participant: understands the decision;has the opportunity to state position regarding the decision;consents to the decision and agrees to support it.
19After the IEP Meeting Confirm Follow Up Actions Parents should walk out with a draft in handExpect final IEP is due within 2 weeks
20Guiding Questions: continuum of EBD services Read pages in the Evaluation GuideWith your table group, compose 5 to 10 questions that should be considered when determining Least Restrictive Environment ( self-contained to inclusive continuum)
22Removal from classDoes every teacher know which behaviors warrant removal from class?Is there a form or procedure for when students are removed?Who is involved?Who should be? Who shouldn’t?What is the teacher’s responsibility in providing continuing services when the student is in crisis?What is the administrator’s role? Expectations?What is expected of students? Process, reflect?Administrators/ staff groups of 3/write on big chart, share
23District guidelines/expectations IN GENERALStudents are expected to be serviced by their teachersRemoval is typically not effective and only used in instances of imminent threat to the safety of self and othersPrincipals and other administrators should be used for positive reinforcementPrincipals et al. , should be aware of Crisis Intervention Plan, which may or may not directly involve them
24Philosophy of ProACTUsing Crisis Intervention plans and BIPs consistentlyModify if ineffectiveReflection is CrucialThe underlying principle is that the ADULTS need to debrief with the student and reflect upon what they could have done differently to help de-escalate the situationWe never restrain for noncompliance, including leaving the roomSTOP and come up with some ideasSmall group, What might be a danger, how might you respond????EC, autistic who might run into the road5th graders who’s just angry, EBD, confrontation with teacher, slams doorInt, student who leaves, but stays in building, roamingHigh school, FU and leave, may drive home
25A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much All staff working with students must be ProACT trainedRemove others, make environment safe firstIf not trained, never restrainMust be part of IEPMust document, the School Board reads and reviews every monthAlways a team of 2 or more using ProAct approved restraintsNever face downDPI directives are included, review if unfamiliarShare at full staff meeting
26A long time ago, in a galaxy far, far away, … Seclusion and restraint were common Now, Not so much All staff working with students must be ProACT trainedRemove others, make environment safe firstIf not trained, never restrainMust be part of IEPMust document, the School Board reads and reviews every monthAlways a team of 2 or more using ProAct approved restraintsNever face downDPI directives are included, review if unfamiliarShare at full staff meeting
27Top 10 reasons to Avoid restraints Personal dangerStudent dangerStudent dignity and relationshipsParents, other students reactions, fear etc.Lawsuits-DPI DIRECTIVESDeath and serious injuryRisking professional careerNot effective, research is for self regulationMessage is we control you, response is likely to escalateThe plan has failed if it gets that far
28suspensionsList behaviors that have resulted in suspension-brainstorm with groupHow effective was it in reducing behaviors?Mark those that are a danger to self or othersIf not, can you think of actions that may be more effective?
29Manifestation determination Any time a special education student is sent home, it is a suspensionIt must be documented on a form and Infinite CampusHours add up, half days and full daysEVERYTHING countsIf it gets to 10 days, a manifestation IEP must be heldThe question that must be answered is: Is the behavior a result of, or directly related to their disability
30Burning Questions What has happened that got us to 10 days? Is it individuals, environment?Is it school wide?What are the patterns?Bullying, cultural responsiveness?
32Modify environment, don’t try to change the student Realistically, what can we control???? Change our response- build rapport-research says number one factorChange and arrange physical environment- desks, seating-consider light, sound, distractionsToo much or too little sensory stimulation, opportunities to self regulate-engine rooms, quiet corner, self selected seclusion, safe alternativesEngaging and appropriate curriculumGood lesson planning is the second most important behavior management factorChoices are HUGE, for motivation and controlTEACH social skills, replacement behavior
33Building Effective programs Use Effective Programs for Students with EBD as a guideConsider the questions that were addressed today, scheduling IEPs, school wide discipline, referrals, suspensions, roles, responsibilitiesAssess and proactively plan
34Big Idea of the Day Assessment drives effective instruction Drives effective behavior management
35Additional Resources Student Services Instructional Support Website:
363-2-1 3 concerns you would like more information or help with 2 AHAs 1 commitment from today’s workshop that you will implement