presenter’s guide tweaks - idea partnership · november 2012 tips and tweaks for pbis...

November 2012 Tips and Tweaks for PBIS Presenter’s Guide IDEA Partnership @ NASDSE

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Presenter’s Guide

Tips and Tweaks for Effective School Wide PBIS for

Students with ASD

Kathy Gould, Director Illinois Autism Training and Technical

Assistance Project a Technical Assistance Initiative of the

Illinois State Board of Education


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Acknowledgements

The IDEA Partnership is deeply grateful for being allowed to adapt the original presentation created by Kathy Gould,

Director of the Illinois Autism Training and Technical Assistance Project, in order to provide additional access to

all education stakeholders, particularly families and community members.


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Table of Contents

Purpose and Format . . . . . . . . 3 Preparation . . . . . . . . 4 Presentation/Process . . . . . . . . 6

Introduction and Review . . . . . . . . 6 Reinforcement . . . . . . . . 12 Tier I . . . . . . . . 15

Tier II . . . . . . . . 23 Tier III . . . . . . . . 36 Question and Answer . . . . . . . . 37

Resources . . . . . . . . 38 Supplementary Materials . . . . . . . . 39 Resources Handout . . . . . . . . 40


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Purpose of this guide: This presenter’s guide is intended to support the PowerPoint slides by offering

• Suggested background readings; • Talking points relative to each slide; • Suggested activities to enhance learning opportunities for participants; • Tips to facilitate the professional growth experience; and • Suggested readings for extension of learning.

About the format: There are three distinct sections of this document, “Preparation”, “Presentation/ Process”, and “Supplementary Materials”. The preparation section begins on the following page and includes:

• Participant objectives; • Three suggested agenda/timeframes to help you meet the needs of the

audience and/or available time allotment; • Support/background materials the presenter may wish to access prior to

preparation for presentation; • Materials and supplies needed for the presentation; and • Equipment needed for the presentation.

The presentation/process section follows preparation suggestions and includes:

• Suggested minutes for information sharing and/or suggested activities for each of the key concepts of the presentation, within each section minutes are enclosed in boxes and intended to be highlighted ahead of time dependent on the overall timeframe selected for the presentation;

• Slides in miniature, in sequential order, with talking points, o Usually in bulleted format, not intended to be read verbatim, and o Presenter is encouraged to interject his/her own style;

• Participant activities to enhance learning opportunities, indicated by a vertical line to the left of each activity,

o May be carried out as suggested, or o Adjusted to audience and time allotment;

• Presenter notes to suggest background information or extension readings, noted in bold italic font;

• Presenter tips to suggest facilitation techniques, noted in bold italic font; and

• Suggested segue comments to bridge between ideas and/or activities, also noted in bold italic font.

The supplementary materials section contains handouts that may be copied and used to support or enhance the presentation.


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Tips and Tweaks/PBIS Preparation

Objectives: Participants will increase knowledge relative to

• Adjusting their PBIS efforts to be more successful with students with ASD • Specific examples of modifications of common strategies of PBIS

Participants will explore and modify • their school’s school wide positive behavior interventions and supports for

improved efficacy for students with Autism Spectrum Disorders Agenda/Timing: 70 minutes - Total time for information sharing and learning activities 45 minutes - Total time for sharing of basic information and Q&A 70 minutes - Total time for information sharing and learning activities Suggested time allotments:

5 min Introduction and Review 5 min Reinforcement

20 min Tier I 15 min Tier II 10 min Tier III 10 min Question and Answer 5 min Resources

45 minutes - Total time for sharing of basic information and Q&A Suggested time allotments:

5 min Introduction and Review 5 min Reinforcement

15 min Tier I 10 min Tier II

5 min Tier III 3 min Question and Answer 2 min Resources


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Support Materials: The IDEA Partnership Website

www.ideapartnership.org Presenter Guides for the following Partnership Collections: ASD Characteristics ASD Interventions Functional Behavior Assessment: Relevance for ASD School-wide Social Emotional Learning School-wide PBIS and Students with ASD

Materials and Supplies: PowerPoint slides - or - Overheads prepared from the PowerPoint slides

Handout Masters – to be copied in appropriate numbers Chart paper and markers Paper and pencils for Participants

Equipment: Computer and projector -or- Overhead projector Projection screen


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Tips and Tweaks/PBIS Presentation/Process

Introduction and Review:

5 minutes 5 minutes

Presenter Tip: The introduction should be very brief and garner interest immediately. The following is a starting point; adapt for the specific audience.

Ideas for sharing with participants: Tips and Tweaks for Effective School-Wide PBIS for students with ASD include: • School-wide Positive Behavioral Interventions and Support (PBIS) is a term garnering much attention in the field of education today. • This presentation will explore the basics of the concept/process of school-wide positive behavior supports and interventions, and will review examples of modifications to be in place to make it most effective for students with autism and for schools.

Presenter Note: This slide gives credit to the developer of the material in conjunction with the IDEA Partnership.


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Presenter Tip: This slide sets the stage for the presentation providing the design of the presentation and the objectives for participants.

Presenter Tip: The agenda slide is presented as an adult learning organizer tool and should not be omitted. Very little time needs to be spent here. The presenter may wish to configure the bullets to come in one at a time, and give the participants just a sentence of two about what is to follow.

Ideas for sharing with participants: * Briefly review the scope of this training. No details are necessary here.

Ideas for sharing with participants: The perspective of the student with ASD leads to: * Inability to respond to stimuli appropriately * Desire for sameness and a strong resistance to change * Extreme reactions * Misunderstandings in communication


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An unwanted outcome of the above results in the student being unavailable to learn!

Ideas for sharing with participants: * The principles of PBIS seek to create a setting that is: Predictable Consistent Positive It teaches students to self-manage, and thus promotes independent behavior. * PERFECT for individuals on the autism spectrum!

Presenter Tip: This slide is an overview of what positive behavior supports means for students with ASD. Specific examples are on the following slides.

Ideas for sharing with participants: * Regardless of the child's level of disability, studies show that children with ASD respond well to a highly structured educational setting with appropriate support and accommodations tailored to individual needs.


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•The educational program should be based on the child’s specific strengths/needs and build on their interests (this is why it is called an individualized education plan). •It is also often helpful if visuals are used to accompany instruction. When necessary, it should incorporate other related services, to help students with challenges in communication, motor skill development and sensory integration issues. * Visuals, structure and routines throughout the day and across all environments: Communication supports are needed for ALL students with ASD. Behavior is communication—what is the person communicating through their behavior? Individuals with ASD often have sensory systems that need supports throughout their day to remain regulated and also need support in understanding and regulating their emotions The next 4 slides explain in more detail. Ask for examples on each slide.

Ideas for sharing with participants: * Creating visual classroom routines, instructions, sensory, emotional regulation, transition, and environmental supports will ensure that the student with autism spectrum disorders can move throughout the day successfully and learn commensurate with their potential. • There is no need to wait for things to fall apart so we can intervene, when we can do the same thing ahead of time in the name of support. •Teachers can capitalize on the visual strengths of individuals with ASD by using visual reminders that foster and increase their ability to function independently, both academically and socially.


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* Examples might be: Sequences Calendars Schedule Class jobs Space Graphic organizers Break assignments down Examples of expectations Outlines Guided notes Organized notebooks


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Ideas for sharing with participants: Individuals with ASD have a tendency to be very literal. We must be careful with our words and examples, and avoid the cute ways we sometimes express ourselves. Ask for examples of other expectations that might be misinterpreted.

Ideas for sharing with participants: Communication supports • All behavior is an attempt to communicate. Every person needs effective and efficient communication supports. Even very verbal students need communication support – especially when anxiety may high, something has changed or case of sensory overload. Ask participants What are some examples of communication supports you use in your daily life? Examples of communication supports for students with ASD PECS, devices Keyboarding, writing Choice boards, word banks, sentence starters Drawing Use of Hand Held devices a Hit! Visual, Permanent, Self Directed, Motivating & “cool”


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Ideas for sharing with participants: Many students with ASD have Sensory and biological differences that require adjustment – what are some ways this can be addressed in schools? Movement Tasks that require getting up Sometimes chewing Headphones with music Quiet place to take a break

Reinforcement: 5 minutes

5 minutes

Ideas for sharing with participants: *The more times you “catch” a student performing the desired behavior – and acknowledge that behavior – the more likely he will do it again – our GOAL. *What is the needed ratio of positive acknowledgement vs. negative? (4 to 1) * Be clear about how often you acknowledge students for doing the right thing, especially those with behavioral and social differences.


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Ideas for sharing with participants: What is reinforcing for you? Ask for examples – paycheck, glass of wine, a run, weeding the garden – acknowledge differences What are some of your common reinforcements for PBIS? (tickets, parties?) What is Reinforcement? * an extra recess on Friday? * a class party? * something that draws attention? Price of Success for a student with ASD * ignoring sensory needs? * losing sense of control? * building anxiety? Q: Would you take a job that required you to hold your breath while working and paid you in bananas?


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Presenter Tip: This slide and the next one are more specific examples.

Ideas for sharing with participants: * We also need to understand that acknowledgment and reinforcement for students with ASD may need to be very specific. * First do this (non preferred activity); then you will get to have (or do) this (preferred activity). * Have the group share some examples of this wording. * This wording also is very helpful for all students, and serves to clarify their choices.

Ideas for sharing with participants •Flexible and adaptable • Can be carried across environments • Can be effective if made very clear • Visuals help


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Ideas for sharing with participants: * Use only if student understands the social behavior being communicated and the reason that behavior is important. * Define carefully; specifically check for understanding.

PBIS and Tier One 20 minutes 15 minutes

Presenter Tip: This is the model we have all seen for PBIS: Ask a volunteer to explain & discuss briefly....

Ideas for sharing with participants: Tier 1-UNIVERSAL: High Quality instructional, behavioral, and social-emotional supports for ALL students in general education--universal interventions or core instruction. The expectation is that 80% of students will become proficient. Tier 2-TARGETED: Targeted intensive prevention or remediation for some students whose performance and rate of progress lag behind the norm for their grade and educational setting. This is the use of different strategies with more intensity (frequency and duration). • Tier 3: INTENSIVE: Comprehensive evaluation by multi-disciplinary team to determine eligibility. This is intensive 1:1 interventions for students with insufficient response to Tier 1 & 2.


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Presenter tip: Deal with the questions as they come throughout the presentation.

Ideas for sharing with participants: *We can and need to include students with ASD at all three tiers as appropriate for the individual student. * There may likely be changes or modifications in how the supports and interventions are presented, taught, prompted or reinforced.

Presenter Tip: These are the standard features of PBIS Universal approaches for all students. The following 10 slides show examples of modifications for students with ASD.

Ideas for sharing with participants: * Adults model what they teach, students practice what we teach. * Daily recognition (gotcha being good) * Weekly/quarterly grade level/school celebrations * Punishment is not a good tool for these expectations. Re-teach the expectation using different strategies; students then practice the skill, until they can demonstrate it correctly on many occasions.


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Presenter tip: Discuss briefly and note that these are expectations of universal preventions for all students.

Ideas for sharing with participants: * These are some small but critical additions or changes you can make to your universal PBIS that can make the supports and interventions you provide more effective for students with ASD. * Again, these techniques may also be effective for all students.


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Presenter Tip: Note that this may not be “clear enough” for student with ASD.

Ideas for sharing with participants: * This is an example of a common behavior expectations matrix for PBIS: down the side are the school wide expectations – across the top are the settings and the specific behaviors expected and taught for the setting. * This seems pretty clear – if taught and reinforced - but it may not be clear enough for a student with ASD. Ask the group for examples of clarity problem areas.

Ideas for sharing with participants: * And a sample of a typical matrix for arrival – also seems pretty clear. Segue: The next slide shows an example of specificity and clarity.


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Presenter Tip: Another example follows on the next slide.

Ideas for sharing with participants: * For students with ASD (and other communication disabilities), the charts may need to be made more clear and concrete by breaking down what it means to be respectful, responsible and safe with what that consists of--- shown with pictures.

Ideas for sharing with participants: * For example, the morning arrival may need to be augmented with a checklist (with embedded choice of reinforcement).


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Ideas for sharing with participants: * Have any of you used the hidden curriculum in your teaching (Brenda Myles - Myles, B.S., Trautman, M.L., Schelvan, R.)? * Ask for examples (what is the hidden curriculum of an elevator? Library? ) * These are things and procedures that most of us just pick up through watching and modeling others. * Many students with autism need to be directly taught this information – teaching and posting such things as the Rules for Class Discussion can help students with ASD “be respectful” in class – and many other students may be helped and reminded also.


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Presenter Tip: Example of modifications for students with ASD.

Ideas for sharing with Participants: * Example of hallway expectations: respectful, responsible and safe modified for students with autism – pictures paired with words to include very specific behaviors to be followed in order to perform expectations.

Ideas for sharing with participants: * Teachers often use this type of scale to describe acceptable voice levels according to setting.


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Presenter Tip: Relate these tips to the earlier examples in a summary format.

Presenter Tip: Use this slide/activity as an activity for small group discussion if time permits. Or simply hide this slide.

Ideas for sharing with participants: This is an opportunity for small group discussion to apply the concepts presented regarding Tier 1 strategies. You may have groups report out on any one specific or unusual observation, if time permits.


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PBIS and Tier Two 15 minutes 10 minutes

Presenter Tip: This slide and the next are used to overview the 10 key features of Tier 2 supports.

Ideas for sharing with participants: * These concepts should be familiar to the participants. Concepts are listed here merely to ground the messages regarding modifications for students with ASD. If necessary, review briefly, or ask participants for comments/questions.


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Presenter Tip: This slide is an advance organizer for the examples of modifications for students with ASD that follow.

Ideas for sharing with participants: * Listed are some basic ways to individualize these procedures to ensure they are more effective for students with ASD. As usual, these modifications may also be helpful with any student.


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Ideas for sharing with participants: * Review the chart briefly, and ask for reactions from participants. Key features are: 1) preselect the mentor; 2) preselect reinforcement from the menu, and 3) remember the student should earn, not fail!

Ideas for sharing with participants: * Example of an individualized Daily Progress Report using the student’s special interest (video) as both acknowledgment and longer term reinforcement.


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Presenter Tip: This slide is best used as an advance organizer for the specific examples that follow.

Ideas for sharing with participants: * These represent some different curricula and strategies that you may use in your Social Academic Instruction Groups (SAIG) that can enhance effectiveness for students with ASD—and other students as well. The following slides detail the specific enhancements.

Presenter Tip: Remind participants of the earlier discussion for slide 26—Rules for classroom discussion. The same concepts apply here.

Ideas for sharing with participants: * Remember, these skills must be specifically taught for students with ASD due to the inherent communication issues of these students.


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Ideas for sharing with participants: *This is a specific strategy for the instruction of communication skills. It includes: * Direct instruction of vocabulary, including small talk, high interest topic vs. no interest topic and dealing with emotions * What to say—specifically. Sentence starters, scripts *Turn taking – topic and talker Practice is critical *Scripts * Modeling * Role play * We must teach what words to use with script and cues. * We must teach what this means using visuals and student practice. * Student application with reinforcement is required for most effectiveness. Segue: The following slide is an example of a social story for the student.


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Ideas for sharing with participants: * This is an example of a social story used to help the student understand the social part of an activity. It needs to be read and reviewed often and especially before placing the student in that situation.

Ideas for sharing with participants: * This technique gives a framework for the student when approaching many varied situations. * Refer to it often, both as instruction and in anticipation of situations of conflicting choices for the student. Segue: A similar framework follows.


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Ideas for sharing with participants: * This framework can be applied to many situations. * It is particularly useful for helping the student understand cause and effect of personal actions.

Ideas for sharing with participants: * This technique is usually applied after the specific situation to help the student understand the social situation and social error, thus it involves practice of how behavior could be different next time. * It can also utilize peer-based support as well.


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Ideas for sharing with participants: * Teach a more appropriate behavior * Teach to request time away –a break area or “cool” room (not to be confused with time-out) * Teach student to self-choose a positive intervention that student can do when overwhelmed and highly anxious, calm down and return.

Presenter Tip: This check-in poster equates emotions to numbers. This concept may be more easily understood by some students who have difficulty understanding “emotions”.

Ideas for sharing with participants: * Added assistance in check in/ check out – often students with ASD are unaware of their emotions and what to do with them – a mentor can have the student tell them “how they are feeling (1-5) when they get to school and if they are above 3, implement a predetermined activity to “cool down”; the same can be done with check out. * Using this poster, the students indicate how they are feeling. This can be the basis for using a self-calming strategy or reinforcing a student for recognizing how he is acting. *These activities are learned and practiced in advance of the specific application.


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Ideas for sharing with participants: * Individuals with ASD may have challenges in recognizing and changing their own emotional states. * Instruction in recognizing feelings in self and strategies to self-calm can create the desire to self-manage.

Presenter Tip: This slide and the following 3 slides are more examples of dealing with “emotions”.

Ideas for sharing with participants: * The content of this slide is self-explanatory.


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Ideas for sharing with participants: * This is an example of a Power Card. * This is read to the student and he/she reads a few times; the student may have a role in choosing their “hero” for the card. * It is important to have a photo or drawing of the ‘hero’ as part of the story and on the small power card student has access to.


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Ideas for sharing with participants: * This is what the actual power card would look like (but smaller, 3x5 card or even business card size). * The student has a reminder card that the student can refer to regularly.

Ideas for sharing with participants: * Peer –based supports can be very effective for students with ASD. Peers may need to be taught about some of the specific communication means or routines of the student supporting. Peers can become powerful social and behavior interpreters, explaining or reframing the happenings. * Video Modeling has been shown to be effective and fun for all. *Segue: More about “social translating” follows.


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Ideas for sharing with the participants: * Adult picks a “social expert” to be paired with student with ASD to analyze social situations and help with understanding and reframe. * What criteria would you use to choose a “social expert”?

Ideas for sharing with participants: •Use video to teach and model appropriate interaction skills using both examples and non-examples of desired behaviors. It can be reviewed many times. • Allows for discussion and even ‘paused’ for discussion • Most powerful when child sees self or peer “in action”.


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Ideas for sharing with participants: * A person with ASD may not have a generic picture of the object available in their mind. Temple Grandin example: when you say cathedral to her, she does not have a generic picture of a cathedral: she “goes through” all the cathedrals she has seen in her mind, and that process diverts her thinking. *Words are also important: “PE” is not necessarily the same as “gym”. If it is a new room, the student with ASD may perceive the activity by as completely different also. * If the word is in a different font, it may not read as the same word, so it is extremely important to be consistent and check for student understanding.

Presenter Tip: Use this activity as time and the needs of the group permit.

Segue: Now for just a few comments about Tier 3.


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PBIS and Tier Three 10 minutes 5 minutes

Presenter Tip: This slide and the next are used to overview the key features of Tier 3 PBIS supports. Presenter Tip: These are the hallmarks of Top tier or tertiary supports in PBIS – usually highly individualized and used for those students with high support needs who have not benefited from universal and secondary supports.

Ideas for sharing with participants: * * Functional behavioral assessment (FBA) is a team process that includes caregivers. It is a comprehensive and individualized strategy designed to identify why a behavior occurs and the context in which it occurs, and reduce the frequency/severity of the target behavior by developing and implementing a plan to modify variables that maintain the behavior and teaching new behaviors that serve the same function using positive interventions. • Data is collected to develop statements about what factors contribute to occurrences and maintenance of the behavior and to serve as a basis for developing a preventative behavior support plan. •An individual behavior intervention plan (BIP) is “function-based” and builds upon the data derived from the FBA. •Wraparound services usually involve agencies outside the school setting and are extended into the home, family and community.


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Presenter Tip: This activity may be included as time and the needs of the participants indicate.

Presenter Tip: After discussion is initiated, move the screen to the following resources slide, so participants can review it during the discussion time.


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Presenter Tip: This slide is also available in handout form in this Presenter Guide.


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Supplementary Materials

Handout #1: Supplementary Materials and Resources


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Tips and Tweaks for Effective School wide PBIS for Students with ASD

Supplementary Materials and Resources

The IDEA Partnership Website www.ideapartnership.org

Presenter Guides for the following Partnership Collections: ASD Characteristics ASD Interventions Functional Behavior Assessment: Relevance for ASD School-wide Social Emotional Learning School-wide PBIS and Students with ASD

Autism Spectrum Disorder Collection – ideapartnership.org National Professional Development Center on Autism – http://Autismpdc.fpg.unc.edu Michelle Garcia Winner – www.socialthinking.com Buron, K.D., & Curtis, M. (2003) The Incredible 5-Point Scale Buron, K.D., & Curtis, M. (2003) When My Worries Get too Big Gray, C. (2000) The New Social Stories TM Book Myles, B.S., Trautman, M.L., Schelvan, R. (2004) The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations Simpson, R. & Myles, B. S. (2003) Asperger Syndrome: A Guide for Educators and Parents. Austin, TX: Pro-Ed, Inc.

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