PBIS Workshop 1B Data-Function 10-18-16.pptx

PBIS WORKSHOP #1B

Digging Deeper with Data: Thinking Functionally

Tuesday October 18, 2016

12:30-3:00 PM

Pocahontas AEA

BEHAVIORAL EXPECTATIONS

EXPECTATION

TRAINING SITE

BE RESPECTFUL

Please,

•

Be an active listener and use technology to enhance

learning

•

Acknowledge and consider all contributions

BE RESPONSIBLE

Please,

•

Sign attendance sheet

•

Participate in learning activities

•

Maintain confidentiality

BE READY

Please,

•

Start on time & end on time

•

Complete tasks needed for all tiers of PBIS

OUTCOMES

DA

TA

SY

ST

EM

S

PRACTICES

4 Core

Elements

Social Competence,

Academic Achievement,

and Safety

Supporting

Decision

Making

Supporting

Staff Behavior

Supporting

Student Behavior

Targeted Tier:

Small group, targeted, evidence-based instruction for some

students

Intensive Tier:

Individualized, intensive, evidence-based instruction

for a few students

Universal Tier:

Robust Instruction

in Behavior & Academics

for

All

Students

(IELS & Iowa Core)

Multi-Tiered

System of Supports (MTSS)

~80-90_{% of S}

tudents ~5-15%

~1-5%

Layers are added for those

that need additional supports

IOWA

MTSS MODEL

&/OR &/OR &/OR

Two ways that students are placed into the continuum of interventions:

1. Bottom up: students are identified through decision rules as needing additional level supports.

2. Immediate need: students present as needing higher level supports right away and are placed in appropriate intervention based on meeting decision rule criteria

Differences between FBA and FBT

Functional Behavioral Assessment (FBA)

•

_{A process & a product}

•

_{Requires formal assessment and}

analysis of comprehensive data

•

_{Involves multiple team members}

_{Requires individual trained in}

behavior analysis or functional

assessment

•

_{Typically a lengthy & intensive}

assessment & intervention

process

•

_{Not often used as a preventative}

measure, but rather instituted

when more problematic

behaviors arise

Function-Based Thinking (FBT)

• _{A quick systematic way of thinking} that informs the selection of effective function-based supports

• _{A preliminary step, prior to an} extensive FBA

• _{Only requires the teacher and an} individual knowledgeable of behavior management to facilitate learning process for teachers

• _{Draws from research-based} components of FBA

• _{Designed to be used as an early} intervention strategy with mild to moderate behavior problems • _{Designed to be used prior to}

involving the student support team or outside supports

Universal Tier:

Robust Instruction

in Behavior & Academics

for

All

Students

(IELS & Iowa Core)

Multi-Tiered

System of Supports (MTSS)

~80-90_{% of S}

tudents

Using

your

school’s

behavior

data:

Activity 1: Next Steps

1.

Refer to Functions of Behavior chart (slide 4 or copies

on tables)

2.

Brainstorm reasons each of the 5 behaviors might be

happening

3.

Drill down each behavior (demonstration first)

4.

Ask questions A-B-C style for each behavior

a)

A = Antecedents (time of day, activity, others involved)

B = Behavior (frequency, duration, intensity)

c)

C = Consequence (actions taken, maintaining, stopping)

5.

Refer to SWIS Motivation Guidelines handout

a)

Discuss questions related to the perceived motivations in your

Targeted Tier:

Small group, targeted, evidence-based instruction for some

students

Universal Tier:

Robust Instruction

in Behavior & Academics

for

All

Students

(IELS & Iowa Core)

Multi-Tiered

System of Supports (MTSS)

~80-90_{% of S}

tudents ~5-15%

Layers are added for those

that need additional supports

Activity 2, Part 1:

Matching Targeted Intervention to Function

1.

In SWIS or Iowa TIER drill down for students

participating in Check-In/Check-Out (CICO)

• _{Or students who meet your school’s decision-making rule for CICO}

2.

Review their various data including:

• _{Perceived motivation} • _{Problem behavior} • _Location

3.

What do you notice?

4.

Discuss your findings. Discuss what this means for

Activity 2, Part 2:

Matching Targeted Intervention to Function

1.

In SWIS or Iowa TIER drill down for students participating

in Social-Academic Instructional Groups (SAIG)

• _{Or students who meet your school’s decision-making rule for SAIG}

2.

Review their various data including:

• _{Perceived motivation} • _{Problem behavior} • _Location

3.

What do you notice? Discuss your findings.

4.

Think about alignment to the three group types:

Targeted Tier:

Small group, targeted, evidence-based instruction for some

students

Intensive Tier:

Individualized, intensive, evidence-based instruction

for a few students

Universal Tier:

Robust Instruction

in Behavior & Academics

for

All

Students

(IELS & Iowa Core)

Multi-Tiered

System of Supports (MTSS)

~80-90_{% of S}

tudents ~5-15%

~1-5%

Layers are added for those

that need additional supports

Activity 3:

Function-Based Thinking Dialogue Guide

1.

Read the following sections:



_{Rationale for FBT (pg. 13)}

_{Overview of FBT (pgs. 13-14)}

_{The Three Steps of FBT}

1) Gathering Information (pgs. 14-15)

2) Developing a Plan (pg. 15)

3) Measuring the Success of the Plan (pg. 15)



_{Applying FBT in the Classroom Context (pg. 15)}

2.

Use Figure 2 (p. 16) & Figure 3 (p. 17) to practice this

Moving Forward with Purpose

•

_{What additional support might be needed to deepen}

understanding of function throughout the tiers?

•

_{Identify at least 1 action step to help move forward with}