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Kelcey Schmitz, MSEd
July 18 – 19, 2016
Implementing Progress Monitoring for Behavior in
a Multi-Tiered System of Support
New Mexico RDA Conference
July 18 – 19, 2016
Kelcey Schmitz, MSEd @kelceyschmitz
New Mexico’s Three-tiered Model
Weekly or
monthly
Daily or several
times/week
What is Progress Monitoring?“the formal, scientific-based process of assessing student progress or performance – in areas in which the student is identified by universal screening assessment data as being at risk for failure – and evaluating the effectiveness of instruction.
…
PM is a specific RtI component for students not progressing as expected and can be distinguished from the the informal process of monitoring student progress in which teachers are constantly involved for students who are progressing as expected.”
Progress Monitoring
• Informs staff of student growth in demonstrating acceptable behavior/social skills
• Communicate to parents and students what is expected
• Make timely decisions
• IEP teams use data for decision making
1. Is the intervention working?
2. Does the effectiveness of the intervention warrant
continued, increased, or decreased support?
RtI Application Examples
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAM
General educator, special
educator, reading specialist, Title I,
school psychologist, etc.
General educator, special educator,
behavior specialist, Title I, school
psychologist, etc.
UNIVERSAL
SCREENINGCurriculum based measurement SSBD, record review, gating
PROGRESS
MONITORINGCurriculum based measurement
Discipline referral, suspensions,
behavior incidents, precision teaching
EFFECTIVE
INTERVENTIONS
5-specific reading skills: phonemic
awareness, phonics, fluency,
vocabulary, comprehension
Direct social skills instruction, positive
reinforcement, token economy, active
supervision, behavioral contracting,
group contingency management,
function-based support, self-
management
DECISION
MAKING RULESCore, strategic, intensive Primary, secondary, tertiary tiers
Progress Monitoring Elements
Multi-tiered System of Support (RTI,
PBIS)
Core instruction implemented with
fidelity
S.M.A.R.T. (Specific, Measureable,
Achievable, Relevant Time-bound) goals
Data-Based Decision Making
Valid and reliable measures
Fidelity and social validity
Tiered interventions connected to core
instruction Communication
Multi-level assessment (student,
group, building, district)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Goal: Prevent HarmSchool/Classroom-Wide Systems for All Students, Staff, & Settings
Academic Behavioral Social
Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009)
Tertiary Prevention (Tier 3)
Secondary Prevention (Tier 2)
Primary Prevention (Tier 1)
≈
≈
≈
PBIS Framework
Validated Curricula
Goal: Reduce HarmSpecialized Individual Systems for Students with High-Risk
Validated Curricula
Slide source: Kathleen Lane Ph.D., University of Kansas
Measure Aug Sept Oct Nov Dec Jan Feb Mar Apr May
School Demographics X X
Screening Measures
Behavior Screeners: X X X
Academic Screeners: X X X
Student Outcome Measures
- Academic
Report Cards X X X
Statewide assessments X
Student Outcome Measures
- BehaviorOffice discipline referrals X X X X X X X X X X
Suspensions/expulsions X X X X X X X X X X
Social
Counseling/Nursing referrals X X X X X X X X X X
Attendance X X X X X X X X X X
Bullying referrals X X X X X X X X X X
Program Measures
Social Validity - PIRS X X
Schoolwide Evaluation Tool (SET) X X
Treatment Integrity X X
Elementary Assessment Schedule
Slide source: Kathleen Lane Ph.D., University of Kansas
Assessment Used Which students and
grades
Decision Rules or Cut Points
Areas Assessed
Who is responsible for administration
Universal Screening Assessment
Progress Monitoring of Secondary (Tier 2) and Tertiary (Tier 3) Intervention
Diagnostic Processes and Assessments
Outcome AssessmentsAssessment Used Which
Students & Grades
Alignment to State Curriculum Standards
Areas Assessed
Who is responsible for administration
Comprehensive Assessment Plan
MTSS: CI3T II 2014-2015 9
Organize your evidence-based practices (interventions, events, strategies) with the following…
1. Clear Description2. Entry Criteria3. Progress Monitoring4. Exit Criteria
to allow for rapid access and transparency.
– don’t make the kid wait for what she needs because the SYSTEM hasn’t been set up yet.
Slide source: Kathleen Lane Ph.D., University of Kansas
Tertiary (Tier 3) Intervention GridSupport Description School-wide
Data:
Entry
Criteria
Data to
Monitor
Progress
Exit
Criteria
Functional
Behavioral
Assessment and
Intervention
Plan
(Functional
Assessment-
based
Intervention)
Behavior Specialists
work with school-site
team to design an
individualized
intervention to teach the
students a functionally-
equivalent replacement
behavior and reduce an
undesirable target
behavior.
Students who are
nonresponsive to
primary
prevention efforts
and at least one
secondary
intervention
(provided both are
implemented with
integrity)
Students scoring
in the high risk
category in Winter
and Spring
Target behavior
Replacement
behavior
Treatment
integrity
Social Validity
Increases in
replacement
behavior
Decreases in
target behavior.
Slide source: Kathleen Lane Ph.D., University of Kansas
Problem Solving:
Improving Decision-Making
Problem SolutionFrom
To Problem
Problem
SolvingSolution
Information
(Data)
Implement
Solution with
High Integrity
Identify
Goal for Change
Identify Problem
with
Precision
Monitor Impact
of Solution and
Compare against Goal
Make Summative
Evaluation
Decision
Meeting
Foundations
Team-Initiated
Problem Solving
(TIPS II) Model
Identify
Solution and
Create
Implementation
Plan with
Contextual Fit
Collect and
Use Data
What, Who, When, Where,
and Why?
How do we want the
problem to change?
What are we going to
do to bring about
desired change?Did we implement
with fidelity?
Has the problem
been solved?
What next?
Todd, A. W., Newton, J.
S., Algozzine, K., Horner,
R. H., Algozzine, B., &
Cusumano, D. L. (2013).
The Team Initiated
Problem Solving (TIPS II).
Eugene, OR: University of
Oregon, Educational and
Community Supports.
www.TIPS2info.blogspot.com
Reflection and Discussion
of System
Does your school or district have a multi-tiered
framework in place for behavior? Academics?
Both?
– Where are you in implementation?
– Strengths? Challenges?
Process for Effectively Implementing
Advanced Tier Interventions
Identify student in need and operationally define target behavior & replacement
behavior
Function-based assessment (brief or
complex)
Match student
need/function
to intervention
Determine Goal
(S.M.A.R.T.)
Social validity (what do the staff & students
think of the intervention)
Collect baseline data
Fidelity measures
Progress monitor –review data,
analyze, decision rules
Continue or adjust (fade/intensity) intervention &
communicate results
K. Schmitz, 2016
Intervention
begins
Goal
Reached!
Team determines next steps
Visual analysis of graphed data & other data sources to make decisions
Graph data
Input data
Collect data during intervention phase
Collect baseline data
Identify tool
Identify individual to collect data
Progress Monitoring Steps
Univ
ersa
l S
cree
nin
g v
s. P
rog
ress
Mo
nit
ori
ng Universal Screening:
• All students
• Brief administrations 3
times per year (+)
• Suggests “At-Risk” for
small group
• Determines success of
Tier 1
Student Progress
Monitoring:
• Students receiving
interventions
• Repeated measures
(weekly/monthly)
• Sensitive to small change
• Determines progress
Slide credit: Greg Govan, RTI Coordinator, Olympia Public School District, Olympia, WA
Measure Authors Ordering Information
Systematic Screener for Behavior
Disorders (SSBD 2nd Ed.)
(SSBD; Walker,
Severson, & Feil,
2014)
Available for purchase from
Pacific Northwest Publishing
Student Risk Screening Scale
(SRSS)
Drummond (1994) Free Access
Student Risk Screening Scale –
Internalizing Externalizing
(SRSS-IE)
Lane & Menzies,
(2009)
Free Access
Strengths and Difficulties
Questionnaire (SDQ)
Goodman (1997) Free Access online at
http://www.sdqinfo.com/
*unless you create your own system
BASCTM2Behavior and Emotional
Screening System (BASC-2TM-
BESS)
Kamphaus &
Reynolds (2007)
Available for purchase from
Pearson/ PsychCorp
Social Skills Improvement System
– Performance Screening Guide
(SSiS-PSG)
Elliott & Gresham
(2007)
Available for purchase from
Pearson/ PsychCorp
Slide source: Kathleen Lane Ph.D., University of Kansas
Student Name Grade Level
Student Risk Screening
Scale (SRSS)
Student Internalizing
Behavior Scale (SIBS)
Office Discipline
Referrals (ODRs) Attendance
Tony
Bennett 3 3 Low Risk 13 High Risk
Moderate
Risk 4 Low Risk 8%
Bruce Lee 1 21 High Risk 3 Low Risk Low Risk 1
Moderate
Risk 12%
Tom Brady 5 18 High Risk 5
Moderate
Risk High Risk 8 Low 4%
- Existing Data
• Office discipline referrals (ODRs)
• Attendance
• Grades
• Counseling referrals
• Nurses visits
• Teacher/parent nominations
- Screening Data
• Student Risk Screening Scale (SRSS; Drummond, 1994)
• Student Internalizing Behavior Screener (SIBS; Cook et al., 2010)
Data to Identify Students in Need of
More Support
Determining Function-
Simple to Comprehensive
Individualized
Targeted
Universal
Simple team-driven assessment and
intervention strategies aimed at students with
mild to moderate behavior. Less-intrusive
process.
Predict common problems and develop
interventions at the school level.
Complex, time-consuming, and rigorous process
focused on students with chronic, intensive behavior
problems who didn’t respond to other interventions.
Led by a behavioral expert.
Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training
Manual for School-Based Personnel. Portland, OR: Portland State University.
Basic Steps of the
Functional Assessment Process
Step 1• Describe the problem behavior (dead man’s & stranger tests)
Step 2
• Identify the events, times, and situations that predict when problem behaviors both occur and do not occur
Step 3• Identify the consequences that maintain the problem behavior
Step 4
• Develop a hypothesis (summary statement) about why the student(s) appears to engage in the problem behavior and when the problem behavior is more likely/less likely to occur
Step 5• Confirm the hypothesis using by observing
A Good Hypothesis Statement Looks
Like…
Setting Event
TriggeringEvent or
Antecedent
Problem Behavior
MaintainingConsequence
THE FUNCTION“Obtain” or
“Escape”
Example: When asked to work independently, Mick makes
inappropriate comments like “this is stupid, you can’t make me do
this” and the teacher sends Mick to the hall to calm down. Mick is
more likely to make these types of comments on Mondays.
Missouri Schoolwide Positive Behavior Support (2016). Missouri Schoolwide Positive Behavior Support Tier 2 Team
Workbook.
Universal Behavior Screener
Score
Standard Protocol
Tier 2 Interventions
SRSS
Moderate – High(individual schools develop additional entry & exit
criteria)
Check-In/Check-Out (CICO)For Externalizers
SIBS
Moderate – High (individual schools develop additional entry & exit
criteria)
Check-In/Check-Out (CICO) for Internalizers
Brief Functional Behavioral Assessment
Intensify Supports
Student Identification and Connecting to Supports
Modification of Standard Protocol Interventions
Progress Monitoring:
Fade Supports or Increase
Intensity and Individualization
for Students with Questionable
or Poor Responses to Standard
Protocol Interventions
If Tier 1 school-wide and class-wide practices are implemented with fidelity, then…
Fade Supports – Return to Tier 1 Conditions
K. Schmitz, 2016
Student Name Grade Level
Student Risk Screening
Scale (SRSS)
Student Internalizing
Behavior Scale (SIBS)
Office Discipline Referrals
(ODRs) Attendance
Tony Bennett 3 3 Low Risk 13 High Risk Moderate Risk 4 Low Risk 8%
Bruce Lee 1 21 High Risk 3 Low Risk Low Risk 1
Moderate
Risk 12%
Tom Brady 5 18 High Risk 5
Moderate
Risk High Risk 8 Low 4%
Range of Tier 2 Interventions
Simple FBA –Function-based Interventions
Standard Protocol
Small Group Interventions
Low-intensity Strategies
Opportunities to
Respond
Pre-correction
Instructional Choice
Active Supervision
CICO
Social Skills
Group
Homework Club
Check and
Connect
K. Schmitz, 2016
Check-In/Check-Out
• Research supported practice
– Decreases problem behavior
– Effective for 60-75% of second tier, at-risk students
– Schools can successfully implement
– Less effective for students who do not find adult attention reinforcing
– Can be used as Tier 2 or Tier 3 support
– Use of Functional Behavior Assessment can enhance success
(Crone, Hawken & Horner, 2010, p. 11)
Student Recommended for BEP/CICO
BEP/CICO Implemented
ParentFeedback
Regular Teacher Feedback
AfternoonCheck-out
Morning Check-in/DPR
Pick-up
BEP CoordinatorSummarizes Data
For Decision Making
Bi-weekly BEP Meetingto Assess Student
Progress
Exit Program
ReviseProgram
BEP-CICO Implementation
Process
Crone, D. A., Horner, R. H., & Hawken, L. S. (2010). Responding to problem behavior in schools: The
behavior education program (2nd ed.). New York, NY: Guilford Press.
CICO Record
Name: ____________________________ Date: ______________
0 = Need work, 1 = “OK” 2 = Nice Job
Safe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
Before
Recess
0 1 2 0 1 2 0 1 2
Before
Lunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
Comments:
FBA – Systematic process for gathering information
• Indirect Assessment – FACTS (Functional Assessment Checklist for Teachers and Staff)
– Motivation Assessment Scale (MAS; Durand & Crimmins, 1992)
– The Functional Assessment Interview Form (FAI; O’Neill et al., 1997)
– The Student-Directed Functional Assessment Interview Form (SDFAI; O’Neill et al., 1997)
– Record Review
• Direct Assessment – ABC (Antecedent, Behavior, Consequence) Observation Form
– Scatter Plot
– Functional Assessment Observation Recording Form
http://www.kipbs.org/new_kipbs/fsi/behavassess.html
Function-Based Intervention Decision Model
Umbreit, J., Ferro, J., Liaison, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N. J.: Prentice-Hall.
Conduct FBA
Can the student perform
the replacement
behavior?
Do antecedent
conditions represent
effective practice?
Do antecedent
conditions represent
effective practices?
Method 1: Teach
the replacement
behavior
Method 2:
Improve the
environment
Method 3: Adjust
the contingencies
Method 1 & 2: Teach the
replacement behavior
and Improve the
Environment
YES
NO
YES
NO
Select Replacement Behavior
NO
BEHAVIOR SUPPORTPLANNING
COMPETING PATHWAYS
Neutralize/
eliminate
setting
events
Add relevant
& remove
irrelevant
triggers
Teach
alternative
that is more
efficient
Add effective &
& remove
ineffective
reinforcers
1. 2.3.4.
5. 6.
7.
Competing Behavior Diagram
(CBD)
Setting Event
Interventions
Antecedent
Interventions
New Skills Consequence
Interventions
Minimize or eliminate the likelihood
of setting event
Intervene medically to minimize
physiological setting events
Change the expectations for an individual
on the days that the setting events occurs
Neutralize the effects of the setting events
Increase prompts for appropriate behavior
Increase the value of reinforcement for
positive behaviors
Promote positive interactions and
communication with others
Provide access to preferred activities
before antecedent
Provide pre-correction & prompting
Provide reinforcement for positive
behavior
Promote activities that foster positive
communication/social skills
The goal of most of antecedent
interventions is to reduce the
future occurrence of problem
behavior.
Eliminate the event altogether and then
fade in task over time
Make the task less aversive by
changing how it is presented or
making it easier
Be less directive
Transition warnings
Modifying tasks
Providing additional supports
Making tasks more meaningful
Ensure adequate reinforcement
Enriching environment or activity
Identify a desirable and
replacement behavior w/
same function as the
problem behavior
Both the desired and
replacement behaviors must
be perceived by the
individual as more efficient
when compared to the
problem behavior
Teach/shape replacement
and desired behaviors (may
require structured teaching)
Extinction: involves
withdrawing or terminating
reinforcement that maintains
problem behavior
Includes strategies like ignoring
problem behavior
Intervene early before problem
behaviors increase in intensity (we
often ignore early signs that are
not as problematic and respond to
serious problems)
Redirect person early in the chain
of problem behaviors
Minimize reinforcement for
problem behavior & increased
reinforcement for desirable
behavior,
Avoid engaging in coercive
interactions; instead, redirect the
individual toward an alternative
response
Develop crisis management
strategies to ensure the safety of
the individual and those in his or
her environment
Bryan’s Competing Behavior
Diagram
35
Setting EventFatigue
High/Low Blood
Sugar
Difficult curriculum
AntecedentWorking on
paper/pencil tasks
Transitions
Demands/requests
Desired BehaviorComplies within 10
seconds
Problem Behavior
Falling to the floor,
wandering away, saying
“no”
Replacement behavior
Ask for time before non-
preferred activity-“please
give me a minute”
Maintaining
Consequence
Escape/avoid task or
person
Function
Sets the stage
Triggers behavior
K. Schmitz, 2010
Bryan’s Interventions
36
Setting Event
Interventions
Antecedent
Interventions
Teaching New
Skills
Consequence
Interventions
Monitor blood sugar
throughout the day
Make sure he is
getting adequate sleep
(if not, parents will let
the school know)
Provide more breaks
throughout the day
Have him be either
first or last in the line
Provide a task while
waiting in line
Decrease the
number of
demands/requests
Reduce number of
transitions
occurring
throughout the day
Provide choices
“Which 5 problems
do you want to
work on?”
Prompt new skill -
(ask for a minute)
Teach to ask for
more time with
preferred activity,
“two minutes
please”
Establish reward
system that
acknowledges when
replacement behavior
is exhibited.
If he says “No”,
prompt replacement
behavior
(“Remember you can
ask for a minute”).
Do not interact
verbally or barter
when he engages in
problem behavior.
HAWK Report
Date ________ Student _______________Teacher___________________
0 = Not Yet
1= Good
2= Excellent
Be Safe Be
Respectful
Be Your Personal Best Teacher
initials
Keep hands,
feet, and objects
to self
Ask for two
minutes
Follow
directions
Working in
class
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Lunch 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Recess 0 1 2 0 1 2 0 1 2
Class 0 1 2 0 1 2 0 1 2 0 1 2
Total Points =
Points Possible = 50
Today ______________% Goal ______________%
Social Validity
• Social significance– The value recipients place on the goals and specific behaviors
target for intervention
– Do benefits of intervention outweigh costs?
• Social acceptability– Is treatment appropriate for the problem behavior?
– Is it fair and reasonable? Or is it intrusive?
– Is it something the treatment agent wants to do?
• Social importance of effects– Does change have habilitative validity? (Hawkins, 1991)
– Is new behavior functional and acceptable?
Slide source: Kathleen Lane Ph.D., University of Kansas
Intervention
Rating
Profile-15
Pre/Post
Slide source: Kathleen Lane Ph.D., University of Kansas
http://www.ci3t.org/measures
Children’s
Intervention Rating
Profile
Pre/Post
Slide source: Kathleen Lane Ph.D., University of Kansas
Student Level
Progress Monitoring Tools
Systematic Direct
Observations (SDOs)
Direct Behavior Ratings (DBRs)
Office Discipline Referrals (ODRs)
Behavior Rating Scales
Cook, C. R., Volpe, R. J., & Delport, J. (2013). A review of systematic monitoring in EBD: The promise of change sensitive brief behavior rating
scales. In H. W. Walker & F. M. Gresham (Eds.). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in
schools (pp. 211-228). New York: Guilford.
Direct Observation
• Operationally define target behavior and
replacement behavior (e.g., “dead-man” and
“stranger” tests)
• Select behavioral dimension (e.g., event or time-
based)
• Collect Data (IOA)
• Summarize Data and Graph
• Time intensive
Dimensions of Behavior
Event –Based
Frequency: The number of times a response occurs
https://vimeo.com/154404106
Rate: The number of times a response occurs within a given period of time or per opportunity
Duration: The length of time the response occurs
Latency: The length of time that elapses between the antecedent and response
Time-based
Whole/Partial Interval:
Momentary Time Sampling:
Other
Force/Intensity: the degree to which the behavior occurs
Slide source: Kathleen Lane Ph.D., University of Kansas
SCOA app $2.99https://vimeo.com/72281291
Missouri Schoolwide Positive Behavior Support (2015). Missouri Schoolwide Positive Behavior Support Tier 3 Team
Workbook.
Direct Behavior Ratings
• Rating behavior after routine/period
• Combine both SDO and Behavior Rating Scale
• A.K.A. – Home-school note, Behavior report card, Daily
progress report, CICO card
• Time and resource efficientSafe Responsible Respectful
Check In 0 1 2 0 1 2 0 1 2
Before
Recess
0 1 2 0 1 2 0 1 2
Before
Lunch
0 1 2 0 1 2 0 1 2
After Recess 0 1 2 0 1 2 0 1 2
Check Out 0 1 2 0 1 2 0 1 2
Today’s goal Today’s total points
www.directbehaviorratings.org
Office Discipline Referrals
• Behaviors have high relevancy
for teachers
• May not be useful for students
with internalizing behaviors
• May not be sensitive enough to
measure change
Brief Behavior Rating Scales
• Indirect
• Address both social skills and problem behaviors (select tool that corresponds with main student behavior)
• Multiple raters (teacher, parent, student)
• Most widely used by school psychologists
• Few studies
• Change-sensitive rating scales
• Child Behavior Checklist (CBCL: Achenback, 1991)
• Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997) www.sdqinfo.org
• IOWA Conners Teacher Rating Scale (Loney & Milich, 1982) 10 items
Graphic Displays and Visual Analysis
• Display performance and evaluate instruction effectiveness
• Data are easier to interpret and understand in visual format
• Easy to learn
• Line graphs, bar graphs, cumulative records, scatterplots
• Hand graph, excel, web-based
x axis
y axis Phase line
• Trend – direction taken by data
– Increasing
– Decreasing
– Zero
• Level
– Position from the y-axis
• Stability
- Little to no movement (narrow range between data points)
• Variability
– Considerable movement (data points are inconsistent)
Low
High
Med
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10
Pe
rce
nta
ge
Weeks
Weekly CICO Average Points
Score
Aim Score
Linear (Score )
Trend Line
Data Management
What is your system for data management for individual student and/or program level?
– SWIS (www.pbisapps.org ) $$
– AIMSweb $$
– eDBRC - Free
– Advanced Tiers Spreadsheet – MOSWPBS - Free
– Google Docs – Free
– NCII- DBR Graphing Template - Free
– Intervention Central: Chart Dog - Free
– Excel – Free with Microsoft Office
Aim Line
• Indicates desired progress
– Criteria from objective/goal
– Date of desired mastery
• Data Decision Rules created relative to the Aim Line (determined prior to start of intervention)
If data fall below the aim line for three consecutive
days, begin alternative intervention
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Place the Aim Star
Desired time line
Steps:
1. Place “aim star” at objective criteria and time point
2. Using ONLY the last three days of baseline data, calculate the mid-date and mid-rate
3. Connect intersection to aim star
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Mid-Date & Mid-Rate Last 3 Points
Steps:
2. Using ONLY the last three days of baseline data, calculate the mid-date and mid-rate3. Connect intersection to aim star
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Draw the Aim Line
3. Connect intersection to aim star
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Decision Rule: If a student’s DPR score is 80% or higher for 2 consecutive weeks, the team
will begin to fade elements.
Date Baseline
Interventio
n
Aim
Score
Week 1 20
Week 2 22
Week 3 41 50
Week 4 40 60
Week 5 63 70
Week 6 79 80
Week 7 80 80
Week 8 84 80
Week 9 83 80
Week 10 80 80
0
10
20
30
40
50
60
70
80
90
100
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Per
cen
tag
e
Weeks
Weekly CICO Avg.
Baseline
Intervention
Aim Score
Linear (Intervention)
InterventionBaseline
•Significantly below aim line
•Trend line flatter than aim line
•Trend & aim gap widening
• Trend line steeper than aim line (6-8 consecutive data points above aim line)
• Ascending trend line –but not on pace to reach goal
• Below, but parallel to aim line (wait 3-5 more data points)
• Hovering near aim line
• Gap btwnaim and trend is closing
Make no change –
continue with current goal
Change goal date
Step back -teach pre-
requisites of task
Move to new skill / new phase of learning
Missouri Schoolwide Positive Behavior Support (2016). Missouri Schoolwide Positive Behavior Support Tier 2 Team
Workbook.
• Stay as is
– < 6 weeks of success or upward trend
• Move to self-management
– > 6 weeks of success or upward trend
• Move to more intense support
– 2 weeks without improvement
• Graduate off CICO
– 4 – 6 weeks success on self-management
Sample Decision Rules for
Check in/Check out
Time
Beh
avio
rBaseline Intervention
*
Data Decisions Example 1
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40,
41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Data Decisions Example 2
*
Change Timeline
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40,
41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Data Decisions Example 3
Move to next objective
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38,
39, 40, 41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-
Monitoring.pptx
Time
Beh
avio
rBaseline Intervention
*
Data Decisions Example 4
“Step back”Teach Pre-requisite orEasier version of Skill
Lewis, T., (2013). Staying on Course: Progress Monitoring to Insure Success [slides 33, 38, 39, 40,
41] Retrieved from pbismissouri.org/wp-content/uploads/2013/05/6G-Progress-Monitoring.pptx
www.pbisapps.org
“An effective intervention is one thing. An
effective implementation of an effective
intervention is another.”
- Dean Fixsen, 2008
• Do the learning conditions reflect best classroom practices?– Tier 1 classroom practices implemented with fidelity.
– “You can’t intervene yourself out of a crappy core.”
• Tiered intervention implemented with fidelity?– Degree to which the program is implemented as intended, including
quality of implementation
– Fidelity = Consistency, Accuracy, Integrity
– STAYING TRUE TO THE MODEL!
Before interpreting results ask…
CICO
Teacher
Fidelity
Checklist
Kansas Institute for Positive Behavior Support
Monday Tuesday Wednesday Thursday Friday
Antecedent A1 Did he use chair during rug time?
A2 Did he use the modified dot form?
A3
Did I help him assess which dot best
represented his behavior?
Reinforcement R1
If he met the criteria, did he choose
something from the choice menu?
R2
If he chose koosh ball, did he get
access to it?
R3
If he chose a break card, did he get to
use it?
R4
If he chose a PBS ticket, did he get it
accompanied by praise?
R5
If he made 4/5 green dots, did he
receive $.15?
Extinction E1
If he was off-task, did I give him just
one verbal prompt, model, and
provide guidance?
E2
When he was off-task, did I ensure
that he stayed in the room and
attempted to complete the task?
Teacher initials
Comments
Treatment Fidelity Checklist
Slide source: Kathleen Lane Ph.D., University of Kansas
Missouri Schoolwide Positive Behavior Support (2016). Missouri Schoolwide Positive Behavior Support Tier 2 Team
Workbook.
Missouri Schoolwide Positive Behavior Support (2016). Missouri Schoolwide Positive Behavior Support Tier 2 Team
Workbook.
Was information on the plan implementation brought to the meeting?
Were graphed PM data brought to the meeting?
Based on PM data and decision rules is student making progress? If not, did you rule out
Quality of intervention implementation
Student attendance and engagement
PM tool sensitivity
When making changes did team revisit hypothesis and determine if new diagnostic or FA data are needed? If so, are they documented in the plan with the person responsible for collecting this information
If plan was adapted did the team identify EBP aligned with recent data –driven hypothesis on student needs?
Are changes in intervention data collection plans documented?
Is there a plan for providing updates on student progress and changes to the student’s plan to staff, parents and students?
Is there a date for the next meeting to review implementation and student progress?
Individual Student
Progress Monitoring
Meeting
National Center on Intensive Intervention. (2015). Student-Level DBI Implementation Checklist. Retrieved from
http://www.intensiveintervention.org/sites/default/files/Student-Level_DBI_Checklist_508.pdf
• # of students participating in universal behavior screening (total, race/ethnicity, gender, grade, free/reduced lunch)
• # of youth participating with the greatest need for support by race/ethnicity, gender, grade, free/reduced lunch
• # of students connected to and receiving Tier 2/3 interventions
• # of youth responding positively to each advanced tier program
• Implementation fidelity (program & student level)– Tiered Fidelity Inventory (TFI)
– Benchmarks for Advanced Tiers (BAT)
– CICO/Social Skills/Mentoring/Check and Connect System Fidelity Tools
Monitoring & Evaluating Progress at the
Building and District Level
Process for Effectively Implementing
Advanced Tier Interventions
Identify student in need and operationally define target behavior & replacement
behavior
Function-based assessment (brief or
complex)
Match student
need/function
to intervention
Determine Goal
(S.M.A.R.T)
Social validity (what do the staff & students
think of the intervention)
Collect baseline data
Fidelity measures
Progress monitor –review data,
analyze, decision rules
Continue or adjust (fade/intensity) intervention &
communicate results
K. Schmitz, 2016
Intervention
begins
Goal
Reached!
ResourcesNM RtI Manual
http://ped.state.nm.us/ped/RtI_index.html
National Center for Intensive Intervention (NCII)
www.intensiveintervention.org
OSEP TA Center for PBIS
www.pbis.org
Association for Positive Behavior Support (APBS)
www.apbs.org
Missouri SWPBS
http://pbismissouri.org/
CI3T (Lane & Oakes)
www.ci3t.org
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) http://miblsi.cenmi.org
Team Initiated Problem Solving (TIPS II Model)
www.TIPSIIinfo.blogspot.com
Additional New Mexico Resources:
Resources and Forms
http://ped.state.nm.us/ped/RtI_Resources.html
Discipline Manualhttp://ped.state.nm.us/ped/SEBdocuments/technical/StudentDiscipline.pdf
Behavior Guide
http://ped.state.nm.us/RtI/dl10/Addressing%20Student%20Behavior%20Guide%202010.pdf
Co
nfe
ren
ces • TECBD, Tempe, AZ, 2016
• PBIS Leadership Forum, Chicago, October 2016
• MSLBD, Kansas City, MO, February 2017
• Association for Positive Behavior Support, Denver, March
2017
• MOSWPBS Summer Institute, Osage Beach, MO, June
2017
@TheNCII
@KathleenLane15
@NanciJohnson2
@MSLBD1
@_kentmc
@MOSWPBS
@CollabLearSol
@DrChrisHubbuch
@KeelieStucker
@BarefootBehavior
www.pbischat.com
So
cial Med
ia
Referen
ces Alberto, P. A., & Troutman, AC. (2006). Applied behavior analysis for teachers (7th ed.). Englewood
Cliffs, NJ: Merrill/Prentice-Hall.
Cook, C. R., Volpe, R. J., & Delport, J. (2013). A review of systematic monitoring in EBD: The promise of change sensitive brief behavior rating scales. In H. W. Walker & F. M. Gresham (Eds.). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools (pp. 211-228). New York: Guilford.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Crone, D. A., Horner, R. H., & Hawken, L. S. (2010). Responding to problem behavior in schools: The behavior education program (2nd ed.). New York, NY: Guilford Press.
Hunley, S., and McNamara, K (2010) Tier 3 of the RTI Model Problem Solving Through a Case Study Approach Thousand Oaks, CA: Corwin and Bethesda, MD: National Association of School Psychologists.
Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York, NY: Guilford Press
Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Systematic screenings of behavior to support instruction: From pre- school to high school. New York, NY: Guilford Press.
Loman, S. & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training Manual for School- Based Personnel. Portland, OR: Portland State University.
National Center on Intensive Intervention. (2013b). Introduction to data-based individualization (DBI): Considerations for Implementation in academics and behavior. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention.
National Center on Intensive Intervention. (2015). Student-Level DBI Implementation Checklist. Retrieved from http://www.intensiveintervention.org/sites/default/files/Student-Level_DBI_Checklist_508.pdf
Todd, A. W., Newton, J. S., Algozzine, K., Horner, R. H., Algozzine, B., & Cusumano, D. L. (2013). The Team Initiated Problem Solving (TIPS II). Eugene, OR: University of Oregon
Umbreit, J., Ferro, J., Liaison, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N. J.: Prentice-Hall.
Vannest, K., Burke. M., & Adiguzel, T. (2006). Electronic Daily Behavior Report Card (e-DBRC): A web based system for progress monitoring (Beta Version) [Web-based application]. College Station, TX: Texas A&M University. Retrieved June 23, 2016. Available from http://e-dbrc.tamu.edu/
Contact Information:
Kelcey Schmitz – [email protected]
@kelceyschmitz