Considerations for Individual Student Systems

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Considerations for Individual Student Systems

• Simple Solutions Wont Work for Complex Problems
• Sugai, Palmer, Hagan, 10/10/99

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Purpose

• To describe considerations procedures for
  developing sustaining individual student systems

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Given

• Educating individual students with significant
  problem behaviors requires highly individualized,
  specialized, intensive behavioral supports.

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What challenges do educators experience in their
efforts to educate students with significant
problem behaviors?
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Factors Challenges to ISS

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

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

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Requirements for ISS

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

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

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

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

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Process for Establishing ISS

• Establish Behavior Support Team to guide/lead
  process.
• Secure establish behavioral competence within
  school.
• Develop three level system of school-wide
  behavior support
• Universal Interventions
• Targeted Group Interventions
• Targeted Individual Interventions

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Universal Interventions

• School-wide discipline system for all students,
  staff, settings that is effective for 80 of
  students.
• Common approach to discipline.
• Clearly positively stated expectations.
• Procedures for teaching expectations.
• Continuum of procedures for encouraging
  expectations.
• Continuum of procedures for discouraging rule
  violations.
• Procedures for monitoring modifying procedures.

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Targeted Group Interventions

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

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Targeted Individual Interventions

• Specialized individually administered system for
  students who display most challenging problem
  behavior are unresponsive to targeted group
  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.

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

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• Establish a continuous data-based system to
  monitor, evaluate, improve effectiveness
  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?

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What is FBA?

• Description of problem behavior(s)
• Testable hypothesis or summary statement
• Setting events, antecedents, behaviors,
  consequences, functions
• Evidence to support hypothesis
• Archival, interview, direct observation, checklist

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What is BIP?

• Instructional manipulations
• Antecedents, replacement behaviors, consequences,
  setting events
• Implementation plan
• Who does what, when, where, how.
• Measurement plan

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FBA Process
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Targeted-Group Interventions

• Develop specialized, group system for
  addressing needs of students with at-risk or
  significant problem behaviors

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Prerequisites

• Effective proactive SW system in place
• Team-based problem solving
• Local behavioral capacity
• Functional assessment-based behavior support
  planning
• Social skills programming
• Behavioral interventions
• Administrator participation

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Group-based Programming Requirements

• Targeted, individualized, small group
  interventions
• based on functional behavioral assessment
  information
• social skills instruction
• behavioral programming
• multiple opportunities for high rates of academic
  success

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• Daily behavioral monitoring
• Self- and/or adult
• Regular, frequent opportunities for positive
  reinforcement
• tangible to social
• external to internal
• predictable to unpredictable
• frequent to infrequent
• Home-school connection

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Other Strategies

• behavioral contracts
• adult mentor/monitor
• targeted social skills instruction
• problem solving
• conflict management
• self-management programming
• academic restructuring

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Example Behavior Education Program (BEP) (March
Horner, 1998)

• Need
• 7 of students with chronic problem behavior
• Targeted, group based intervention needed
• Expected to work for most but not all students
• Interventions must be functional assessment based
• 24 students

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BEP Features

• Students identified with multiple office
  referrals
• Student-parent-school contract formed
• Connection to school-wide expectations
• Individualized, daily monitoring

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BEP Set-up

• Teach students, teachers, parents routines
• Establish school home reinforcers
• Establish data collection system
• Conduct abbreviated FBAs

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BEP Daily Cycle

• 1. Check in office at arrival to school
• reminder binder
• precorrections
• turn in previous days signed SM form
• pick-up new SM form
• review daily goals

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BEP Daily Cycle

• 2. At each class
• student completes SM card
• teacher checks initials
• 3. Check out at end of day
• review days points goals
• receive reinforcer if goal met
• take successful day card home
• precorrections

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BEP Daily Cycle

• 4. Give successful day card to parent(s)
• receive reinforcer from parent
• have parent sign card
• 5. Return signed card next day

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Effective Behavior Support
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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General ISS Features
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Example DistrictIndividualized Interventions

• 11 schools (alternative school not participating
• About 5,300 students
• District-wide EBS project
• District-wide Reading project

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Role of EBSL Team

• Meets monthly
• Activities Include
• Identifying, organizing and coordinating district
  EBS efforts
• Provide appropriate EBS training to school teams
• BISSC (Bethel Individual Student Systems Cadre)
• Serve as liaison to district administration

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Provision and Coordination of District Support

• EBS Leadership Team
• Special Services Administrators
• Carl Cole and Ginger Kowalko
• EBS District Coordinator
• Celeste Dickey
• District Multicultural Coordinator
• Remie Calalang
• Curriculum Director
• District Behavior Specialist, Monica Bounds
• University of Oregon
• Teri Lewis-Palmer, George Sugai, Brigid Flannery

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BISSC

• Began in winter of 2002
• Meets twice a month
• Representatives from each school
• Counselors, Special education teachers, General
  education teachers, Speech/Language Specialists
• District-wide behavior specialist, EBS
  coordinator, UO personnel

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Level 1Provision of Classroom Supports
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• Observable,
• measurable definition of
• the behavior(s) in context

• Self-Assessment of
• factors key to student
• success

• Preliminary FA (e.g. Guess
• Check by Whitney
• OKeefe)

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Level 2Provision and Coordination of School
Supports
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• Are data of high quality?
• Is plan of high quality?
• Is implementation of high fidelity
• Are supports in place for sustained
  implementation?

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Level 3Provision and Coordination of District
Support
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• Structured activities to support schools in
  assessing their individual student system
• Teams can develop action plans for EBS teams