1. Overview of Secondary/Tertiary Tier Practices & Systems George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 22, 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Overview of practices & systems for non- responsive behavior: Secondary/Tertiary Tier Behavior Supports Review Secondary/Tertiary Tier Behavior Supports: Practices & Systems Action Planning (~11:00) Appendices

3. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

4. Classroom Evidence-based SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

5. SCHOOL-WIDE 1.Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom- wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

6. RtI Response to Intervention

7. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

8. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

9. Remember

13. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

14. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

15. Examples… “Check-in Check-out” –Bethel School District, OR “Behavior Education Program” –Fern Ridge Middle School, OR “H.U.G.” –Tualatin Elementary School, OR “Social Skills Club” –Missouri “Think Time” –University of Nebraska

16. RTI & Secondary Intervention in classroom Fairbanks, Sugai, Guardino, & Lathrop (2007, EC)

17. RTI Increasing intervention intensity based on responsiveness to effective interventions “Check In/Out” at classroom level

18. GOALS:8:309:3010:3011:3012:301:30 1. RESPECT OTHERS2 1 0 2. MANAGE SELF2 1 0 3. SOLVE PROBLEMS RESPONSIBLY 2 1 0 Name____________________ Date ____________ Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N Check In/Out Pt Card

19. School Days Percent of Intervals Engaged in Problem Behavior Class B Results

20. School Days Percent of Intervals Engaged in Problem Behavior Class B Results + Compos ite Peers Peer

21. Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

22. Summary Statement of Problem Behavior Contingencies across Students Setting Events AntecedentsBehavior(s) of Interest Consequences MarcellusN/A(a) Easy unstructured activities (b) Difficult math and writing tasks (a) Out of seat & making faces (b) Talk outs, out of seat, &work not completed (a) Peer attention (b) Escape work BlairN/AIndependent work time Out of seat & talking to peers Peer & adult attention BenN/ATeacher-led instruction When given direction. Non-compliance, talk outs, making jokes Peer & adult attention OliviaThinking about the loss of her sibling During teacher- led instruction Playing with things, not looking at teacher, & not following directions Teacher attention

23. School Days Percent of Intervals Engaged in Problem Behavior Peer Study 2 Results + Compo site Peer

25. FRMS Behavior Education Plan (BEP) (Hawkin, Horner, & March, 2002) Weekly BEP Meeting 9 Week Graph Sent Program Update EXIT BEP Plan Morning Check-In Afternoon Check-In Home Check-In Daily Teacher Evaluation Referral, Assessment, & Orientation

26. Basic BEP Cycle Morning check-in Prior to each period, give BEP to teacher End of day check-out –Points tallied & reward Copy of BEP form taken home & signed Return signed copy next morning

27. Behavior Education Plan Daily Progress Report

28. Identification & Referral Multiple office referrals Recommendations by –Teacher –Parent Time to action = 30 min to 7 days

29. Contract Agreement to succeed –Student –Parent –BEP coordinator –Teachers Written (pref.) or verbal contract

30. Organization & Structure BEP Coordinator –Chair BEP meetings, faculty contact, evaluation BEP Specialist –Check-in, check-out, meeting, data entry, graphs –Coordinator + Specialist = 10 hrs/wk

31. BEP meeting 40 min/wk –Coordinator, specialist, sped faculty, related Services All staff commitment & training Simple data collection & reporting system.

32. Data Collection for Decision- Making Monitor BEP points earned each day Office discipline referrals Regular data use by BEP team

33. Daily Data Used for Decision Making

35. Importance of Functional Assessment in BEP

39. HUG: Hello, Update, Goodbye Pam Hallvik, Nancy Ferguson, & Sally Helton Tigard-Tualatin Schools

40. Name: ____________________________ Date: ________________ Please indicate whether the student has met the goal during the time period indicated: Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts HUG Daily Goal _____/_____HUG Daily Score _____/_____ Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress. Goals AM to Recess AM Recess AM Recess to Lunch Lunch RecessPM Be Safe  Be Kind  Be Responsible  Total Points Teacher Initials Parent’s Signature ___________________________________ Parent’s Comments _________________________________________________________ __________________________________________________________________________ H.U.G. (Hello, Update, Goodbye)

41. H.U.G. Program WHAT AND WHY? The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made. The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters. HOW? The H.U.G. Program consists of a plan and process that allow students to: Check-in with a significant adult before school Carry a tracking form Ask their teacher to rate their behavior Check-out at the end of each day Take the form home to parents Return the H.U.G. form the next morning

42. “Hello” - Morning All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following: Positive, sincere greeting Check to see if they are prepared for day (lunch ticket, materials, etc.) Check to learn how they are feeling (any morning conflicts?) Collection of returned H.U.G. form signed by parents Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward New H.U.G. form

43. “Update” - During Day Student: give H.U.G. form to his or her teacher on arrival to class Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating. Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.

44. “Goodbye” - End of Day Students will return with their H.U.G. forms to counselor’s room at 2:25 each day: Students will again receive positive, sincere greeting Counselor or H.U.G. assistant will check to see whether student met his/her goal. –If so, student will receive small reward. –If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently. Students will put their H.U.G. forms into their backpacks to take home to share with their parents. Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.

45. H.U.G. Participant Responsibilities H.U.G. Coordinator Sign H.U.G. Contract Agreement. Facilitate the check-in and check-out process. Provide H.U.G. participants with positive, constructive feedback and small tangible rewards. Instruct involved staff members on the use of the HUG form. Collect, summarize, and report H.U.G. data each week. Teachers Sign H.U.G. Contract Agreement. Accept H.U.G. Report Form daily from students. Evaluate student behaviors and complete the form. Offer constructive and positive feedback to students. Parents of H.U.G. Participants Sign H.U.G. Contract Agreement. Review H.U.G. Progress Report with child daily. Provide positive and constructive feedback. Communicate with the school when there are concerns or celebrations regarding the student’s behavior. H.U.G. Student Participants Follow all H.U.G. Program Guidelines. Sign H.U.G. Contract Agreement. GIVE IT YOUR BEST!!!!

46. H.U.G Program Contract Agreement I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities. Student signature: ___________________ Date ______ Parent(s) signature(s): _________________ Date ______ Teacher signature: ____________________ Date ______ Administrator signature: ________________ Date ______ H.U.G. Coordinator signature: _____________Date ______ Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!

47. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

48. Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle Team-based Behavior competence *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan

49. Function-based Logic

50. Only 2 Basic Functions Pos Reinf Neg Reinf Existing aversive condition identified

51. Ingram, Lewis-Palmer, & Sugai, 2005

53. Function-based support is all about… Re-design & improvement of learning & teaching environments –Attention to environment & function –Not re-design of individuals –Change in behavior of plan implementers

54. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

55. What is FBA? A systematic process for developing statements about factors that –contribute to occurrence & maintenance of problem behavior, & –more importantly, basis for developing proactive & comprehensive behavior support plans.

56. Necessary FBA elements 1.Clear & measurable definition of problem behavior classes/sets 2.Complete testable hypothesis or summary statement (antecedents-behaviors- consequences) 3.Data (direct observation) to confirm testable hypothesis. 4.Contextually appropriate behavior intervention plan based on testable hypothesis

57. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis “Basic Unit” “Best guess” about behavior & conditions under which it is observed Represents basic working unit of FBA Directly guides development of BIP

58. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Testable Hypothesis “Basic Unit” Following events that maintain behaviors of concern Preceding events that trigger or occasion Set of related behaviors of concern Infrequent events that affect value of maint. conseq.

59. Setting eventAntecedentResponseConsequence WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo”

60. When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Setting eventAntecedentResponseConsequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks

61. Setting eventAntecedentResponseConsequence Caesar is teased several times about his hair by his friends before class His teacher stares at his hair in class Caesar asks his teacher what she’s staring at His teacher sends him to in-school detention Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in- school detention. What function? Escape adult & peer attention

62. Setting eventAntecedentResponseConsequence Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day. New studentStudent approaches & speaks in English Cleo turns away Other student walks away What function? Escape peer attention

63. Setting eventAntecedentResponseConsequence When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment. None Teacher asks what capitol city of country is Napoleon give correct answer Teacher gives verbal praise & time to work with a friend What function? Access peer & adult attention

64. Setting eventAntecedentResponse Consequence As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.” ??Look at him. “What’s up!” “Who ya lookin’ at?” “Ya want Some?” “Ya talkin’ to me? Kids shake heads & call him “weirdo” What function? Access OR escape peer attention? How do you know? Assess?

65. TE is “best guess.” What if testable hypothesis is incomplete or inaccurate? Review what you know Collect more information Change hypothesis statement Test/confirm new hypothesis statement

66. TE1 for Hillary: "When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs." Test manipulation? –Put Al in Bill’s seat. Effect: –Hillary whispers in Al’s ear. Develop new TE!

67. TE2: “When Hillary sits next to boys, she whispers in their ears. The boys laugh.” Test manipulation? –Put Monica in Bill’s seat. Effect: –Hillary does not whisper.

68. FBA LEVELS 1.Informal  Archival Review  Problem Solving Meeting 2. Indirect  Checklist  FA Interview  Routine Analysis 3. Direct Observation  A-B-C  Structured, Planned Observation 4. Planned Manipulation  Experimental or Functional Analysis MORE INFORMAL EASIER SIMPLE INDIRECT MORE DIRECT COMPLICATED DIFFICULT FORMAL

70. Functional Assessment Checklist for Teachers “FACTS” STEP 1: Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________ Interviewer: ___________Sugai________Respondent(s): ____Thomas_____ STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school. C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum. STEP 3: Problem Behavior(s): Identify problem behaviors ___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

71. Routine Analysis Schedule (Times) ActivityLikelihood of Problem BehaviorSpecific Problem Behavior 8:00Waiting to enter building Low High 1 2 3 4 5 6 See escalation described above 8:15Advisory & Planning1 2 3 4 5 6 Mostly teasing and touching property of others. Doesn’t escalate much further 9:15Language Arts1 2 3 4 5 6 Occasional name calling/teasing 10:15Recess1 2 3 4 5 6 See escalation described above 11:30Math1 2 3 4 5 6Occasional teasing 12:00Lunch1 2 3 4 5 6 See escalation described above 12:35Earth Science1 2 3 4 5 6Minor verbal harassment 1:15Art or Phy Ed1 2 3 4 5 6 See escalation described above 2:00Reading1 2 3 4 5 6Rarely a problem 2:50Waiting for bus1 2 3 4 5 6 See escalation described above

72. Fundamental Rule! “You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).

73. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Desired Alternative Acceptable Alternative Typical Consequence Summary Statement

74. Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations

75. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Lack of peer contact in 30 minutes. Do difficult math assignment. Noncompliance, profanity, physical aggression, Avoid task, remove from class. Desired Alternative Typical Consequence Points, grades, questions, more work. Do work w/o complaints. Summary Statement Acceptable Alternative Ask for break, ask for help. Why is function important? Because consequences compete!! Function

76. Function-based Logic

77. Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach options to problem behavior: 1. Ask for break 2. Ask for help 3. Turn in assignment as is. Teach missing math skills Arrange for peer interaction before math class Provide positive adult contact Sit with preferred peer Introduce review type problem before difficult tasks Remind of alternative behaviors Do first problem together Immediately reinforce entering class. Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes) Give break & help Sit with preferred peer when done

78. Setting EventsTriggering Antecedents Maintaining Consequences Problem Behavior Rides city bus Teacher corrects peers Profanity Verbal protests Teacher attention Desired Alternative Typical Consequence Delayed teacher attention. Ignore & problem solve later Summary Statement Acceptable Alternative Discuss in private Why is function important? Because consequences compete!! Function

79. Setting Event Manipulations Antecedent Manipulations Consequence Manipulations Behavior Manipulations Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions. On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom Give >3 positive acknow- ledgements per min. to peers during transitions. Give private & quiet corrections to peers. Remind J. of acceptable & desired replacement behaviors When J. engages in problem behavior immediately disengage from him, & engage peers. When J. engages in replacement behaviors provide adult attention (discussion)

80. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting.

81. On Mondays and/or when up all of the night before. Daily nongraded quiz on previous night’s homework Verbal protests, slump in chair, walks out of room. Avoids doing quiz & homework discussion. Do quiz without complaints. Discussion about answers & homework. Turn in with name & sit quietly w/o interrupting. + Give time to review homework. + Give quiet time before starting. + Give easy “warm- up” task before doing quiz. + Precorrect behavior options & consequences. + With first sign of problem behaviors, remove task, or request completion of task next period. + Remove task based on step in task analysis (STO). + Provide effective verbal praise & other reinforcers. Teach options to problem behavior: 1. Turn in blank 2. Turn in w/ name 3. Turn in w/ name & first item done. 4. Turn in w/ name & 50% of items done.

82. Neutralize/ eliminate setting events Add relevant & remove irrelevant triggers Teach alternative that is more efficient Add effective & remove ineffective reinforcers

83. Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle Team-based Behavior competence *Response class *Routine analysis *Hypothesis statement *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan

84. Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.

85. Attention Please 1 Minute If primary tier is in place, what % of your students could benefit from sec/tert tier supports? How do you currently screen for students needing sec/tert tier behavior supports? Who in your school has behavioral expertise to develop & implement sec/tert level behavior supports? Secondary/Tertiary Tier Supports (8 min)