1. Overview of Individual Student Systems
Simple Solutions Won’t Work for Complex Problems

2. Purpose
To describe considerations and procedures for developing and sustaining individual student systems

3. Problem
Educators report that they are unable to educate individual students with significant problem behaviors

4. Factors and Challenges to ISS
Problem behaviors are high intensity and/or frequency.
Too many students display significant problem behavior at any one time.
Problem behaviors are disrupting learning and teaching environments.
Problem behaviors are difficult to understand.
Interventions are ineffective.

5. Insufficient number of minutes to collect information, conduct meetings, implement and monitor plans.
Administrative leadership and support is lacking, unavailable, or underdeveloped.
Staff are unable or untrained to implement interventions, and lack opportunities for continuous and applied professional development.
Overemphasis on form, policy, or regulation rather than on process.
10. Lack of continuum of positive behavior support.

6. Requirements for ISS
Behavior must be considered within context in which it is observed.

7. Three Functions of Behavior
Three Functions of Behavior
Problem Behavior
Escape/Avoid
Social
Activity
Peer
Adult
Obtain
Tangible
Automatic

8. Understanding Behavior Problems
Understanding Behavior Problems
Negative Reinforcement Hypothesis
Positive Reinforcement Hypothesis
Sensory Stimulation Hypothesis
Communication Intent

9. Requirements for ISS
Behavior must be considered within context in which it is observed.
As intensity of problem behavior increases, so must intensity and complexity of functional behavioral assessment and behavior support planning process.

10. Testable Hypothesis Setting Events Triggering Antecedents Problem
Testable Hypothesis
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences

11. Setting event
Factors that make problem behavior worse (more likely to occur, more intense)
E.g., illness, fatigue, social conflict, change in routine,……
Factors that change value of current reinforcers
E.g., verbal praise less effective, peer attention more influential,escaping work more desirable….

12. Individuals who develop and implement behavior support plans must be behaviorally competent and able to…
Conduct fluently functional assessment-based behavior support planning
Facilitate efficient development, implementation, evaluation of behavior support plans
Collect and analyze student performance data
Develop academic and social behavior support plans that are based on research validated practices

13. Decisions regarding effectiveness and efficiency of implementation of behavior support plan must be based in data.
Efficiency and effectiveness of implementation system of individual student support are related directly to effectiveness and efficiency of school-wide behavior support systems for all students, staff, and settings.

14. Tier 2/3 Team membership: Critical features
Someone skilled in function-based assessment, behavior support planning & implementation
Someone skilled in data-based decision making for individual student progress
Administrator
Staff who know the student(s)
Family members

15. No heroes……. thanks anyway
Do not try to provide support in isolation
We do not want heroes,
We want self-managers; work your way out of the manager role
It takes a team
If you already know it, challenge yourself to explain or teach it to someone else.

16. The longer problem behavior has been occurring, the more resistant it may be to intervention.
Staff need sustained and effective support to respond effectively and efficiently to significant problem behavior.
Efficient team-based approach and process to problem solving must be in place.

17. Process for Establishing ISS
Establish Behavior Support Team to guide/lead process.
Secure and establish behavioral competence within school.
Develop three level system of school-wide behavior support:
Primary Interventions
Secondary Group Interventions
Tertiary Interventions

18. Primary Interventions
School-wide discipline system for all students, staff, and settings that is effective for “80%” of students
Clearly and positively stated expectations
Procedures for teaching expectations
Continuum of procedures for teaching expectations
Continuum of procedures for encouraging expectations
Continuum of procedures for discouraging rule violations
Procedures for monitoring and modifying procedures

19. Secondary Interventions
Specialized group administered system for students who display high-risk problem behavior and are unresponsive to primary interventions
Functional assessment based intervention decisions
Daily behavioral monitoring
Regular and frequent opportunities for positive reinforcement
Home-school connection
Individualized academic accommodations for academic success
Planned social skills instruction
Behaviorally based interventions

20. Tertiary Interventions
Specialized individually administered system for students who display most challenging problem behavior and are unresponsive to secondary interventions.
Simple request for assistance
Immediate response (24-48 hours)
Functional behavioral assessment-based behavior support planning
Team-based problem solving process
Data-based decision making
Comprehensive service delivery derived from a wraparound process

21. Establish data decision system for matching level of intervention to student.
Simple and direct request for assistance process for staff
Data decision rule for requesting assistance based on number of major behavioral incidents

22. Establish a continuous data-based system to monitor, evaluate, and improve effectiveness and efficiency.
Are students displaying improved behaviors?
Are staff implementing procedures with high fidelity?
What can be modified to improve outcomes?
What can be eliminated to improve efficiency?

23. FBA Process

24. Summary Statement Points, grades, questions, more work. Do work w/o
Desired
Alternative
Typical
Consequence
Summary Statement
Points,
grades,
questions,
more work.
Do work
w/o
complaints.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Noncompliance,
profanity,
physical
aggression,
Lack of peer
contact in 30
minutes.
Do difficult
math
assignment.
Avoid task,
remove from
class.
Acceptable
Alternative
Ask for
break,
ask for
help.