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
Discussion How do you determine when a student needs Tier 2 or Tier 3 levels of support?
Who needs targeted interventions? Classroom reports Office referrals Teacher or Parent request for assistance Absences Academic struggles
Targeted Interventions Critical Features Intervention is continuously available Consistent with school-wide expectations Flexible and function-based Adequate resources Student chooses to participate Continuous monitoring for decision-making
Tier 2 Supports Daily Progress Report Check In/Check Out HUG (Hello, Update, Goodbye) “Breaks are Better” (Elementary) Academic Seminar (Secondary) Social/academic instructional groups Interdependent group contingencies Example: The Good Behavior Game
The Good Behavior Game Recognitions children for displaying appropriate on-task behaviors during instructional times. Two variations: Earning points for appropriate behaviors and earning points for inappropriate behaviors. The class is divided into at least two teams and a point is given to a team for any inappropriate/ appropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group recognition. If both teams keep their points below a preset level, then both teams share in the recognition. Step 1: Decide when to schedule the game. Step 2: Clearly define the negative or positive behaviors that will be scored during the Game. Big 3 negative= leaving one's seat, talking out, and engaging in disruptive behavior Step 3: Decide upon suitable daily and (perhaps) weekly recognitions for teams winning the Game.
Tier 3 Supports Functional Behavior Assessment Behavior Intervention Plan Wraparound Services Family, Friends, Community Supports