Presentation on theme: "PASS P OSITIVE A PPROACH TO S TUDENT S UCCESS Inclusion for Students with Behavior Disorders by James R. Poole, B.A. & Hope Caperton-Brown, Ed.D. Kristy."— Presentation transcript:
PASS P OSITIVE A PPROACH TO S TUDENT S UCCESS Inclusion for Students with Behavior Disorders by James R. Poole, B.A. & Hope Caperton-Brown, Ed.D. Kristy O’Brien, M. Ed.-Secondary Behavior Specialist Shelia Reeves-LSSP Jennifer Ayers-LSSP Jackie Jones, M. Ed.-Diagnostician Temple ISD
A GENDA What is PASS/OASIS? Where did PASS come from and how effective has it been? Why change our approach to addressing behavior? How are we initiating the PASS/OASIS process in TISD?
W HAT IS PASS? Comprehensive program that incorporates practices consistent with IDEA and NCLB Incorporates positive behavior supports Scientifically-based research practices and interventions Behavior students are educated in the inclusive setting, where they have access to the general curriculum and "highly qualified teachers"
W HAT IS PASS? A framework for managing the behavior of students identified as Emotionally / Behavior Disordered or displaying high-risk behaviors A non-level / individualized approach Based on teaching behavioral expectations primarily in mainstream (inclusive) settings Utilizes daily behavioral evaluation software and weekly behavioral analysis to guide intervention using a FBA approach
A UTISM I NTERVENTIONS o Behavioral Interventions – research suggests that early, intensive behavioral interventions may improve outcomes for children with autism and help the children achieve their maximum potential. o Sensory Integration – integration and interpretation of sensory stimulation from the environment enhances cognition.
T EACHING STUDENTS WITH A UTISM o Use visuals o Avoid long strings of verbal instruction o Encourage development of child’s special talents o Use child’s fixations to motivate school work o Use concrete, visual methods to teach number concepts o Let child use a computer instead of writing o Protect child from sounds that hurt his/her ears o Place child near a window and avoid using fluorescent lights o Don’t ask child to look and listen at the same time o Teach with tactile learning materials o Use printed words and pictures o Generalize teaching
S TRATEGIES & I NTERVENTIONS Applied Behavior Analysis (ABA) Antecedent-Based Interventions (ABI) Differential Reinforcement Discrete Trial Training (DTT) Cognitive Behavioral Therapy (CBT) Computer-Aided Instruction Pivotal Response Training (PRT) Extinction Picture Exchange Communication System (PECS) Naturalistic Intervention Prompting Reinforcement Self-Management Sensory Differences Social Narratives Task Analysis Structured Teaching Time Delay 5-point scale Visual Supports
F OCUS OF PASS/OASIS Academic and behavioral success Dignity and respect Collaboration team efforts Helping students develop adaptive and socially acceptable behaviors The student is provided a reasonable chance to succeed
Instead of relying on unsuccessful punishment procedures, PASS & OASIS encourages positive learning environments and teaching behavioral skills.
D ISTRICT C ELEBRATIONS Continued partnership with TISD and district-wide implementation of Positive Behavior Interventions and Supports Much success with initial attempts to serve students with severe behaviors; however, we still have room for improvement. Strong administrative and faculty support to tackle the most difficult of challenges and educate all students.
W HY CHANGE ? After reviewing our TISD data, we saw glaring evidence that we are loosing our children to suspensions, dropouts, and full time placements in the alternative school setting. There seemed to be a “gap” in the continuum of behavioral interventions in our district.
TISD D ATA : A REAS OF C ONCERN We first looked at many students data and then decided to begin looking at individual student data. This lead us to realize some students were not responsive to traditional behavioral interventions. We learned of new interventions to help our kids feel better about themselves and allow them to succeed in a setting with their peers.
1. Identify student with behavior concerns in Tier I setting. 2. Meet with team to discuss Tier II interventions. 3. Implement Tier II strategies. Collect data (discipline, attendance, grades, etc.) Data based decision making Possible referral for wrap-around services 4. Meet with team to discuss interventions that were tried & data that was collected. 5. Committee comes to a decision about Tier III interventions. If the decision is made for the student to go into the PASS program, a date will be set for the student to begin Phase 2: Orientation of PASS B EHAVIOR R EFERRAL P ROCESS AND S TUDENT S UPPORT T EAMS
PASS P HASES Phase 2 Orientation Phase 3 Maintenance and Inclusion Aftercare Or PASS Out Phase 1: Referral to Program