vtpbis intensive level june 2015. welcome to day 2! agenda students & families targeted day 1...
TRANSCRIPT
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VTPBiS Intensive Level
June 2015
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Welcome to Day 2! Agenda
• Students & Families
• Targeted
Day 1
• Teaming• Goals• FBA/BSP
Day 2• Specific
Interventions
Day 3
• Evaluation• Rolling out• Follow Up
Day 4
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1 Teaming
2 Goals
3 Assessment (FBA)
4 Intervention
(BIP)
5 Evaluation
(BIP)Adapted from: Dunlap et al. (2010). Prevent, Teach, Reinforce
Vermont’s Planning
Process for Students
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Review Team Time
• Putting the pieces together … take a critical look at your FBA/BSP
• Revise it as needed
• Identify parts that need additional work
• Make a plan around how you’ll share this process with other teams and team members
• Identify specific interventions that you want to know more about, suggest training needs, etc.
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Step 5: Evaluation
• Creating measurable goals• Fidelity of implementation• Progress toward goals•Making data-based decisions
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Short Term Goals
Increase the number of times he responds appropriately by walking directly to the room, taking a seat in the back of that class, and sitting quietly for one minute
Decrease number of times he runs away from adults following adult requests.Decrease the amount of time it takes to respond to adult requests.
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Collecting Baseline Data
For short-term goals teams must:• Define them as measurable and observable• Determine best method for measuring• Choose anchor points for recording change
Baseline data is used to inform the FBA
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Measuring Goals
• Frequency•Duration• Intensity • Likert-type scale• Perception• Fidelity of implementation
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Examples
• Task Engagement: amount of time Johnny remains in his seat with eyes focused on the teacher and/or work materials during independent academic work.• Tantrums: number of times Johnny engages in screaming, kicking furniture and/or people, and throwing objects (all 3 behaviors must be present).
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Example: Tracking Behaviors
28-Jan 29-Jan 30-Jan 31-Jan1
2
3
4
5
Task engagementTantrums
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Measuring Fidelity
Adherence
Are minimum components of intervention strategies being implemented? (e.g., teacher providing praise when replacement behavior offered)
Quality How well is the plan being implemented? (e.g., staff gave student reminder sheet, but didn’t review it)
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Setting Anchor Points: Positive
5
4
3
2
1
Pro-social behavior goal
Typical day
Very challenging day
> 10 minutes
< 2 minutes
2-4 minutes
8-10 minutes
5-7 minutes
> 12 times/day
< 4 times/day
4-6 times/day
10-12 times/day
7-9 times/day
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ActivityUsing the F-BSP protocol for your student, identify your outcome and fidelity measures and the schedule you will use for data collection.
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Behavior is improving
Positive behavior change Behavior progress & Good fidelity
Extension
New settings
New people
Shaping Fading
Delayed gratification
Intermittent schedule
Self-Management
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Behavior is NOT improving
Data indicate behavior not improving
Interventions implemented with fidelity
Hypothesis incorrect
Interventions are insufficient
Interventions not
implemented w/ fidelity
Strategies too difficult or time
consuming
BSP does not match teacher
context
Teacher experiencing intervention
drift
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Evaluation: ISIS Demonstration
https://www.pbisapps.org/
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CRISIS PLAN
Setting Events
Antecedents
Problem Behaviors
Desired Behaviors
Alternative Behaviors
Consequences
Consequences
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What is a mental health crisis?
Any situation in which the child’s behaviors puts them at risk of hurting themselves or others
and/or when the adults aren’t able to resolve the situation with the skills and resources available.
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School Crisis Team
• Small group of trained staff available to respond to crises
• Restraint is used as a last resort following Rule 4500 protocol
• AOE Websitehttp://education.vermont.gov/state-board/rules/4500
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School-wide Crisis Plan
Starts with prevention:• Consistent Tier 1 strategies are in place• Safety Plan posted and practiced• All staff trained in de-escalation and personal safety
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Crisis Prevention/Intervention Plan
• Situation (triggers/stressors)• Coping Strategies•What is needed to feel safe in crisis• Key support people to contact•What to do to manage a crisis•What not to do• Conditions for emergency room, police, hospital
Coordinated Services Plan Proactive Crisis Plan format
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Activity• Identify a child who you feel
could benefit from a Proactive Crisis Plan
• Identify members of the child's team and who you feel should be at the Planning meeting.
• Please fill out the Proactive Crisis Plan with your team as thoroughly as you can.
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Relationships with Partners
School
Families
Mental Health
DCF Family Servic
es
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ActivityPlan for Roll Out
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Follow Up & Next Steps
• Trainings• FBA• LSCI• Other individualized interventions & supports
• TA & Coaching• Follow up calls or webinars?•What do you want?• Email list?• What else?