Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral Interventions Bruce Stiller, Ph.D.; Celeste Rossetto Dickey, M.Ed.

Agenda  Foundations of IPBS  Key Role of Administrator in IPBS  Key Differences between the IPBS and SST approach  Targeted Interventions (CICO; ABC)  Results from Years One and Two in IPBS Schools  Q & A  Foundations of IPBS  Key Role of Administrator in IPBS  Key Differences between the IPBS and SST approach  Targeted Interventions (CICO; ABC)  Results from Years One and Two in IPBS Schools  Q & A

IPBS: The Big Ideas  Do the easy stuff first (efficiency is a major goal)  Processes are as important as practices  Teaming is critical  Administrative support is critical  Do the easy stuff first (efficiency is a major goal)  Processes are as important as practices  Teaming is critical  Administrative support is critical

Key Features of IPBS  Systematic Screening (ODR Data; Requests for Assistance; OAKS Data; Attendance)  Rapid Access to Intervention  Use of Evidence Based Practices  Use of Data to Continuously Monitor Outcomes  Systematic Screening (ODR Data; Requests for Assistance; OAKS Data; Attendance)  Rapid Access to Intervention  Use of Evidence Based Practices  Use of Data to Continuously Monitor Outcomes

SST v. IPBS  Test/Label/Place v. Evaluate/Problem Solve Intervene  Focus on Special Education v. services for all students (including SPED students)  Primary focus on behavior problems, but often academic intervention is the appropriate course of action  Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function  Test/Label/Place v. Evaluate/Problem Solve Intervene  Focus on Special Education v. services for all students (including SPED students)  Primary focus on behavior problems, but often academic intervention is the appropriate course of action  Teacher Input: Occurs at Student Centered Team meetings; not at the IPBS meeting. IPBS meetings serve a coordinating and monitoring function

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of IPBS Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on long history of behavioral practices & effective instructional design & strategies

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

Adapted from Sugai, 2009

IPBS Within 4J and Bethel  How students are referred and tracked  Logistics of team meetings and function  Support from administration  Training plan  Evaluation of IPBS  How students are referred and tracked  Logistics of team meetings and function  Support from administration  Training plan  Evaluation of IPBS

Teams in Your School  IPBS team  Roles  Tracking  Monitoring  Process for team meetings  Student-centered team  Behavior specialist (at least two people)  Responsibilities of team  Process for team meeting  IPBS team  Roles  Tracking  Monitoring  Process for team meetings  Student-centered team  Behavior specialist (at least two people)  Responsibilities of team  Process for team meeting

Administrative Support  Attend meetings  Visible support for decision-making process of teams  Resources allocated for training, meeting times  Attend meetings  Visible support for decision-making process of teams  Resources allocated for training, meeting times

District Support  Attend meetings  Training provided on regular basis  Coaching on an ongoing basis  Technical Assistance  Link to District Leadership if additional resources are needed  Attend meetings  Training provided on regular basis  Coaching on an ongoing basis  Technical Assistance  Link to District Leadership if additional resources are needed

Practices  Secondary Prevention: Targeted Interventions applied similarly to students with similar needs  CICO  Social Skills; Anger Management; or Friendship Groups  “ABC” Intervention (Transformers; Academic Seminar)  Tertiary Prevention  Functional Behavior Assessment and Individualized Behavior Support Planning  Secondary Prevention: Targeted Interventions applied similarly to students with similar needs  CICO  Social Skills; Anger Management; or Friendship Groups  “ABC” Intervention (Transformers; Academic Seminar)  Tertiary Prevention  Functional Behavior Assessment and Individualized Behavior Support Planning

Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

Maintaining Consequences  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task

Effective Student Centered Teams  Knowledge about the individual student  His/her behavior, interests, strengths, challenges, future  Knowledge about the context  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavioral technology  Elements of behavior  Principles of behavior  Intervention strategies  Knowledge about the individual student  His/her behavior, interests, strengths, challenges, future  Knowledge about the context  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavioral technology  Elements of behavior  Principles of behavior  Intervention strategies Leah

Common Reasons for Failure of Interventions  Interventions are not implemented with sufficient fidelity  There is insufficient follow through to determine if the intervention implemented is appropriately matched to the function of the problem behavior  Poor Contextual Fit  Interventions are not implemented with sufficient fidelity  There is insufficient follow through to determine if the intervention implemented is appropriately matched to the function of the problem behavior  Poor Contextual Fit

Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data

Data Example -- One Elementary School