Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral Interventions - PowerPoint PPT Presentation

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Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral Interventions

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Title: Intensive Positive Behavior Support -- Secondary and Tertiary Behavioral Interventions


1
Intensive Positive Behavior Support -- Secondary
and Tertiary Behavioral Interventions
  • Bruce Stiller, Ph.D. Celeste Rossetto Dickey,
    M.Ed.

2
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

3
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

4
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

5
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

6
Supporting Social Competence Academic
Achievement
Elements of IPBS
OUTCOMES
Not limited to any particular group
of studentsits for all students
Not specific practice or curriculumits
a general approach to preventing problem behavior
Not newits based on long history of behavioral
practices effective instructional design
strategies
Supporting Decision Making
SYSTEMS
DATA
Supporting Staff Behavior
PRACTICES
Supporting Student Behavior
7
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
School-Wide Positive Behavior Support
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
15
80 of Students
8
Adapted from Sugai, 2009
9
Adapted from Sugai, 2009
10
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

11
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

12
Administrative Support
  • Attend meetings
  • Visible support for decision-making process of
    teams
  • Resources allocated for training, meeting times

13
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

14
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

15
Why Do People Behave?
Modeling? Accident? Instinct? Condition??
Why Do People Continue Behaving?
IT WORKS!
16
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

17
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

Leah
18
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

19
Data
  • CICO Point Cards
  • ODR Data
  • Teacher Feedback Forms
  • Grades Assignment Completion Data
  • Fidelity of Implementation Data
  • Consumer Satisfaction Data

20
Data Example -- One Elementary School
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