burger school for students with autism
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Burger School for Students with Autism. Derek Nowka, Ed.S. Danielle Tagai, LMSW. Burger School for Students with Autism. Burger is a center-based school for Wayne County students with an Autism Spectrum Disorder diagnosis. The students range in age from three through twenty six. - PowerPoint PPT PresentationTRANSCRIPT
Burger School for Students with Autism
Derek Nowka, Ed.S.Danielle Tagai, LMSW
Burger School for Students with Autism Burger is a center-based school for Wayne County students with an Autism
Spectrum Disorder diagnosis. The students range in age from three through twenty six.
We operate in three Garden City school buildings. Our pre-k and k classrooms are located at Lathers School, students six through sixteen attend Burger West, and students seventeen and older attend Burger East.
Eligibility for Burger School is through a referral process which starts with a
student’s resident district Special Education department. The student referral process includes a review of less restrictive options that have been considered or have proven not to meet the student’s needs.
Burger School consists of approximately 330 students and 200 staff, including teachers, teaching assistants, 3 administrators and ancillary staff (social workers, behavior specialists, occupational therapists, speech therapists and nurses).
Planning and Training Planning process took about 2 years prior to kick-off
Implementation was a gradual process Began with holding staff trainings during planning times Teachers were given examples of classroom expectations
and asked to create expectations specific to their classroom (Classroom expectation posters vary from classroom to classroom)
Expectation posters and matrices were distributed and hung up
Student Kick-off held in January 2011 Teaching of expectations began Staff were given ‘Be Bucks’ and PBS Store opened Assemblies began
Data collection began January 2011
Burger PBIS “at-a-glance”
Burger School-Wide PBIS
School-wide Positive Behavior Support (SWPBS) is a proactive approach based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavior concerns. SWPBS is being implemented in thousands of schools across the country and has been demonstrated to reduce discipline problems and increase time for instruction. The Burger PBIS system will have the same foundation, but be modified to meet the needs of our diverse learners.
Components of an effective School-wide PBS system involve:
Consistently acknowledging and rewarding
appropriate behavior. Clearly defining and teaching a set of positive
behavioral expectations. Constructively addressing problematic behavior Effectively using behavioral data to assess
progress and to problem solve A 4:1 ratio of positive to negative praise.
Behavioral expectations defined in the Burger PBS matrix include SAFETY, RESPONSIBILITY, and RESPECT. Each week, a different behavioral expectation from the Burger PBS matrix will be taught, emphasized, and reinforced throughout our school. These expectation areas are:
Bussing Classroom Bathroom Hallways Gym Office Playground Cafeteria line CBI
Experience Room Nurses Station Sensory Computers
Rewards and Consequences Students will have the opportunity
to earn Burger Bucks for displaying appropriate behavioral expectations. Staff members will distribute 5-10 bucks per week, with a focus on the behavioral expectation that is being addressed that week (ie. hallway expectation)
Staff will also have the opportunity to be recognized and rewarded for displaying/modeling appropriate behavioral expectations.
We will use Restrictive Procedures Records (ABC forms) and Burger Buck distribution as our data collection tool to show progress toward behavior expectations.
BATHROOM BUSSING CAFETERIA LINE
CLASSROOM HALLWAYS GYM OFFICE PLAYGROUND
BE RESPECTFUL
Use quiet voices Keep hands and feet to yourself Say please and thank you Be private Use nice words
Use quiet voices Use nice words Say please and thank you
Use quiet voices Keep hands and feet to yourself Say please and thank you Use nice words
Use quiet voices Use nice words Say please and thank you
Use quiet voices Walk on the right side Say please and thank you Use nice words
Use quiet voices Be nice to the equipment
Say please and thank you Use nice words
Use quiet voices Say please and thank you Wait your turn Use nice words
Wait your turn Use nice words Keep hands and feet to yourself Say please and thank you
BE RESPONSIBLE
Flush the toilet Wash hands with soap and water Ask for help Listen and follow directions Clean up after yourself
Ask for help Stay in line Be on time Be ready to go home Listen and follow directions
Throw away your trash Stay in line and keep moving Ask for help Listen and follow directions Clean up after yourself
Ask for help Listen and follow directions Clean up after yourself
Ask for help Listen and follow directions
Ask for help Wear gym shoes Dress appropriately Listen and follow directions Clean up after yourself
Ask for help Drop off and pick up Listen and follow directions Clean up after yourself
Ask for help Dress for the weather Listen and follow directions Clean up after yourself
BE SAFE Walk Keep the lights on Keep hands and feet to yourself Water stays in the sink and toilet
Sit and wait your turn Keep hands and feet to yourself Stay with your group Walk
Walk Wash hands with soap and water Touch only your own food Keep hands and feet to yourself
Walk Keep hands and feet to yourself
Walk Watch where you are going Keep hands and feet to yourself
Watch where you are going Keep hands and feet to yourself Use equipment properly
Walk Watch where you are going Keep hands and feet to yourself
Watch where you are going Keep hands and feet to yourself Stay on the playground Use equipment appropriately
BURGER POSITIVE BEHAVIOR SUPPORT MATRIX
BURGER POSITIVE BEHAVIOR SUPPORT MATRIX
CBI EXPERIENCE ROOM NURSES STATION
SENSORY ROOM
COMPUTERS
BE RESPECTFUL
Use quiet voices Use nice words Wait your turn Say please and thank you
Wait your turn Use nice words Use equipment appropriately Say please and thank you
Use quiet voices Say please and thank you Wait your turn Use nice words
Say please and thank you Wait your turn Use nice words
Use quiet voices Use nice words Say please and thank you
BE RESPONSIBLE
Stay with your class Ask for help Listen and follow directions Be on time Clean up after yourself Dress appropriately
Listen and follow directions Take your shoes off Ask for help Clean up after yourself
Ask for help Listen and follow directions Clean up after yourself Be on time
Ask for help Listen and follow directions Clean up after yourself
Ask for help Select CD Appropriately Use computer appropriately Listen and follow directions Clean up after yourself
BE SAFE Keep hands and feet to yourself Tell an adult if there is a problem Walk Look where you are going
Use equipment appropriately Play nice Keep hands and feet to yourself walk
Keep hands and feet to yourself Walk Look where you are going
Keep hands and feet to yourself walk
Walk Stay at your computer Keep hands and feet to yourself
Grade Band: Transition Unit 3Unit Topic: Alcohol, Drugs and Tobacco Lesson 6
Instructional TargetsSocial Studies: Identify rights and responsibilities of citizens, including opportunities for civic participation.
Which of your state standards are aligned to these instructional targets?Strand 2- Alcohol, Tobacco, and other drugs, Standard 6- Decision Making, 2.8- Apply decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use. Strand 2- Alcohol, Tobacco, and other drugs, Standard 3- Health Behaviors, 2.5- Demonstrate skills to avoid tobacco exposure and avoid or resist alcohol, tobacco, and other drugs.
Resources and Materials: Rights and responsibilities cards PBS expectations are key to the
success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!
PBS Expectations:
Be Safe – We can take appropriate medicine/drugs to help us with illnesses.
Be Responsible – Say “no” to peer pressure. Make good choices about what you do.
Be Respectful – Be respectful to yourself by not abusing drugs. Avoid pressuring your friends into doing things they are not comfortable doing.
PBS expectations are key to the success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!
PBS expectations are key to the success of any lesson. PBS expectations can show the importance of intangible ideas that can easily be missed!
‘BE BUCKS’ Bucks are to be distributed for
students meeting the desired expectations (Respectful, Responsible and Safe)
When giving out ‘Be Bucks’ tell the student what they did to earn it. i.e. “Great job, you were being responsible by doing your classwork”, “You were walking safely in the hallway. Keep up the good work.”
Each staff member is given 6 ‘Be Bucks’ per week for the 2011-2012 School year. This is a reduction of 3 ‘Be Bucks’ per staff member from the 2010-2011 school year.
Data reports show an increase in the redemption of ‘Be Bucks’ for the 2011-2012 school year despite the reduction in the amount of ‘Be Bucks’ allotted for staff.
Burger’s Best – student & staff of the month
Staff members and students are nominated by displaying behaviors consistent with the school-wide expectations.
Students are given a certificate of recognition, and a voucher for 10 Be-Bucks, and a district PBIS coin that is redeemable at local businesses/vendors.
Staff are given a certificate of recognition, and given the choice of: Gift certificates Candy/Snacks Burger PBIS T-shirts
PBS Store
West-Open Friday (Weekly), East- Open Friday (Bi-Weekly) The store is where the students can spend their earned Be Bucks. Be Buck value is 1 Be Buck. Items range from 1-60 Be Bucks. Students can save Be Bucks to buy a bigger more desired item. The store has layaway where an item can be stored while the student is working towards saving enough Be Bucks. Examples:
Candy gift cards chips pop puzzles books DVD’s I-Tunes In order for students to have a positive experience, it is necessary for staff to accompany students to the PBS store
Restrictive Procedure Reports (RPR)
Restrictive Procedure Reports (RPR) are completed in compliance with Wayne RESA guidelines.
The following interventions require RPR’s to be completed: Physical Restraint: Physical restraint involves direct physical
contact that prevents or significantly restricts an individual’s movements by holding the person’s limbs, head, or body.
Exclusionary time-out (ETO): involves removing a student from the classroom or his regularly scheduled program, contingent on a problem behavior.
Seclusion: is the confinement of a student alone in a secured room or other space from which the student is physically prevented from leaving.
Definitions obtained from the Wayne RESA, Guidelines for Behavior Intervention 2008
RESTRICTIVE PROCEDURE REPORTRESTRICTIVE PROCEDURE RECORD Completed by:_________________
Student: _____________________________Location: ______________________________ Date:________________________________Classroom Teacher: ______________________ Time of incident:________
Total duration of incident: _________
Instructions: Indicate the order of occurrence of the Antecendents, Behaviors and Consequences
Antecedent Behavior Consequence__ Activity just ending __ Biting __ Asked why upset__ Alone, but engaged __ Damaged property __ Ignored__ Alone, not engaged __ Grabbing/pulling __ Prompted to another activity__ Angry over prior incident __ Hitting __ Redirected to another activity__ Asked to do something __ Hurt other(s)______________ __ Reinforced others__ Just lost attention __ Hurt self __ Removed from group__ Not joining in group __ Kicking __ Removed privilege__Others receiving attention __ Running away __ Removed to quiet area in the room__ Participating in group __ Screaming/yelling __ Restored situation to normal__ Preparing for an outing __ Smearing feces __ Told to Stop__ Riding on bus __ Stealing food __ Other_________________________ Told "no" or "not to" __ Stripping__ Was not included in activity __ Throwing__ Other_______________________ __ Verbal threats The following procedures require parental notification:
__ Other ___________________ __ Transport Position__ Physically Restrained□ Team Control Position □ Children's Control Position
□ Interim Control Position
__ Exclusion Total Time Excluded:__________ Seclusion Time in Seclusion:________
Staff involved in incident: Parent/Guardian notified by: _________________________ Date/Time:______________________________________ __ Log book______________________________ __ Note______________________________ __ Phone______________________________ __ In person
Was the Support Team called? __ No __ YesSee: WAYNE RESA Guidelines for Behavior Intervention, (Pg. 70, Part 3 Emergency Restrictive Intervention Report) Board Adopted Policy_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ For Office use onlyReviewed by: ___ Administrator ___ Social Worker ___ Nurse ___ Behavior Spc. ___ Psychologist
□ Entered into RPR log ▪ Original to Student Masterfile ▪ Copy to Teacher (Place in white binder)
Total Number of Restrictive Procedures by Month
Total Number of Incidents by Month and Year
020406080
100120140160180
Month
To
tal
Nu
mb
er o
f R
PR
's
2010-2011
2011-2012
2012-2013
Daily Average of RPRs by Month Daily Average of RPR"s by Month and Year
0123456789
Septe
mbe
r
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
chApr
ilM
ayJu
ne
Month
Dai
ly A
vera
ge
2010-2011
2011-2012
2012-2013
Total Support Calls per Month (Burger West only)
Support Calls per Month (West)
0
50
100
150
200
250
300
350
Month
Nu
mb
er
of
Call
s
2011-2012
2012-2013
Daily Average Support Calls per Month (Burger West only)
Support Calls Daily Average
02468
1012141618
Month
Dail
y A
vera
ge
2011-2012
2012-2013
Total Minutes of Intervention by Month
Total Minutes of Intervention
010002000300040005000600070008000
Month
To
tal
Min
ute
s
2010-2011
2011-2012
2012-2013
Daily Average Intervention Minutes by Month
Daily Average of Intervention Minutes
050
100150200250300350400
Septe
mbe
r
Octobe
r
Novem
ber
Decem
ber
Janu
ary
Febru
ary
Mar
chApr
ilM
ayJu
ne
Month
Dai
ly A
vera
ge
2010-2011
2011-2012
2012-2013
Time of Day by MonthTime of Day
0
2
4
6
8
10
12
14
8:00-8:59 9:00-9:59 10:00-10:59
11:00 -11:59
12:00-12:59
1:00-1:59 2:00-2:59 3:00-3:59
Time
Nu
mb
er
of
RP
R's
Series1
Positive Behavior Indicator
'Be Bucks' Redeemed by Month
01000200030004000500060007000
Month
Nu
mb
er o
f 'B
e B
uck
s'
Red
eem
ed 2010- 2011
2011 - 2012
2012-2013
How do we use our data? Student Assistance Team (SAT)
Team includes OT, Speech, Social Work, Administrator, Behavior Specialist
Discuss students with 5 or more Restrictive Procedures within the previous month.
Identify students for possible Tier 2 interventions Discuss parent meetings, classroom staffings etc.
Review Data at Monthly PBS Meetings Team discusses data and changes to explore/needed
Tier 2 & 3 Students(Insert completed Quick Sort Tool)CICO Men’s Club Mentor Social Skills Token
SystemSimple FBA/BIP
Tier 3 FBA/BIP
K.K V.R. V.V.
J.T. J.T. C.C.
D.C J.M J.H.
T.K. K.D.
J.H. A.C.
B.D. S.M.
S.E. U.B.
C.U.
U.C.
Resources
Wayne Resa www.resa.net
Chris McEvoy, Wayne Resa
Michigan Department of Education, School-wide Positive Behavior Support Implementation Guide
www.pbis.org
Association for Positive Behavior Support www.APBS.org
Derek Nowka, Behavior Coordinator
Danielle Tagai, School Social Worker