Tiered behavior interventions
- 1. Principal Summit 2017-2018 Tiered Behavior Interventions Presented by Tory Lawrence Access this PowerPoint & additional resources at: https://tackk.com/r358h6
- 3. Some Facts About Behavior ▪ Behavior is learned- whether intentionally taught or not. ▪ ALL behavior (positive & negative) has a function. ▪ Desired behavior needs to be modeled and practiced. ▪ Students do not always know their behavior is inappropriate. ▪ Inappropriate or undesired behavior should not be taken personally. ▪ Increasing positive interactions increases the likelihood of desired behavior. ▪ Sometimes our actions reinforce the problem behavior (allow students to escape tasks/environments).
- 5. Tier 1 Interventions ▪ Universally defined & taught behavior expectations ▪ Teaching & practicing routines ▪ Acknowledging prosocial student behavior ▪ Regular assessment of the physical environment ▪ Consistent consequence system for behavior “errors” ▪ Regular analysis of discipline data What you provide all students and staff to promote a positive school environment.
- 6. Tier 1 Data Collection Analyzing school-wide discipline data ▪ Data should be analyzed monthly ▪ Discipline data should be shared with staff regularly Be disciplined in your data What to look for? ▪ Where is behavior concerns occurring most often? ▪ Look for trends by environment, grade level, classroom, gender, ethnic background ▪ Identify students with multiple referrals
- 8. Tier 2 Interventions ▪ Students are identified for tier 2 interventions though data ▪ Create a “data rule” Questions to Ask? ▪ Are students getting an adequate amount of tier 1 ? ▪ Is most of the discipline coming from one environment, grade level, or classroom? What you provide some students that demonstrate the same or similar behavior errors.
- 9. Step Ask Define the problem What’s the social or behavior error? Identify suspected triggers What might cause it? Talk to others Where is it occurring? Form a hypothesis What, who, how, where, duration, intensity? Collect data What data am I collecting ? Tier 2 Data Collection Taking a Scientific Approach
- 10. Basic Intervention Toolbox Peer Groups/clubs Check in/ Check out Acknowledge positive behavior of peers Use calm neutral tone Proximity Control Model appropriate behavior Re-teach school expectations Immediate feedback Mentoring Social skills instruction
- 12. Tier 3 Interventions ▪ Students are identified for tier 3 interventions though data ▪ Create a “data rule” ▪ Have tier 2 interventions been implemented consistently ? ▪ Establish a team unique to the individual student. ▪ Conduct a functional behavior assessment & consider a behavior intervention plan What you provide to individual students demonstrating significant behavioral concerns.
- 13. Step Ask Define the problem What’s the social or behavior error? Identify suspected triggers What might cause it? Talk to others Where is it occurring? Form a hypothesis What, who, how, where, duration, intensity? Collect data What data am I collecting ? Tier 3 Data Collection Taking a Scientific Approach
- 14. Basic Intervention Toolbox Nonverbal Cues Transition Prompting Provide clear choices Planned Ignoring Use calm neutral tone Proximity Control One on One Redirection Student directed time away area w/o consequence Immediate feedback Assign special responsibilitiesVisual schedules Behavior contract Blurt out cards
- 15. Data Collection Tools & Tips
- 16. Data Collection Tools & Tips Tips ▪ Keep data collection simple for all involved ▪ Review data regularly for trends ▪ Behavior intervention plans should be revisited as needed ▪ Behavioral change takes time ▪ More than one intervention phase may be required Tools ▪ Interval recording ▪ Daily/Weekly behavior rating scales ▪ Time sampling ▪ ABC (antecedent, behavior, consequence) charts ▪ Antidotal notes are powerful descriptors of the behavior but are not independently measurable data
- 18. Where to go for intervention & data tracking resources https://tackk.com/r358h6 https://sites.google.com/a/ccs.k12.nc.us/fba-bip-self-paced-training-site/forms https://sites.google.com/a/ccs.k12.nc.us/tiered-behavior-interventions/ http://www.pbisworld.com/ http://www.interventioncentral.org/behavioral-intervention-modification
- 19. References ▪ Akin-Little, K., Eckert, T., Lovett, B., & Little, S. (2004). Extrinsic reinforcement in the classroom: Bribery or best practice. School Psychology Review, 33, 344–362. ▪ Horner, R.H. (July 14, 2009). Using rewards within school-wide PBS. Presentation at Maryland team training. Retrieved from http://www.pbis.org/presentations/default.aspx ▪ Walker, H.M., Ramsey, E., & Gresham, F.M. (2004). Antisocial behavior in school: Evidence-based practices (2nd ed.). Belmont, CA: Wadsworth/Thomson Learning. ▪ Positive Behavior Intervention and Support website http://www.pbis.org