Handouts AWS
Handouts
Data is Not a Four Letter Word: Tier 3 PaTTAN September 20, 2012
Activity: Activating Prior Knowledge Identify the critical elements of and FB A:
Identify the critical elements of a BIP:
Place critical elements in appropriate step. Step 1 Problem ID
Step 2 Problem Analysis Step 3 Intervention Plan and Delivery Step 4 Determine Response to Intervention
Points Possible: ______
Behavior Report Card Adapted from Crone, Horner & Hawken (2003)
Points Received: ______ Name:
Date: % of Points:
Intervention Program: ____________________
Goal Achieved? Y N
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow
GOALS:
Be Responsible (Complete work) Be Respectful (Use kind words) Be Safe (Keep hands, feet, all other objects to yourself)
Teacher Comments:
Parent Comments:
7:309:30
9:3011:30
Lunch (include to & from)
12:152:15
______
Dismissal through ride home
Behavior Rating Scale
Behavior
Date
Student: _________________________
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Definitions of behaviors:
Developed under grant H324P04003 from the Department of Education.
Behavior Intervention Strategy Implementation Checklist Instructions for using the implementation checklist: 1. At least once a week each staff member needs to complete the checklist. 2. Use the following to select the appropriate score: a. In place: The strategy is being consistently implemented b. Partially in place: the strategy is inconsistently being implement (i.e., sometimes being used) c. Not in place: the strategy is not being used 3. Use the Need Help category to indicate a need for assistance or problem solving in order to implement the strategy
PREVENTION STRATEGIES Consistently provide social reinforcement and implement the incentive system Provide frequent positive social comments throughout the day Throughout the 10 minute interval, provide Cassie with verbal (e.g., great job counting”) and nonverbal (e.g., thumbs up and smiles) praise for desired behavior. At the end of the interval provide Cassie with social praise for the three behavior expectations identified (i.e., doing her work, staying in her seat, and following directions), then give her a penny to put on her board. When she has earned five pennies, provide Cassie with a choice of a reward using the picture board. Provide access to the reward for 2 minutes; at 1 minute 30 seconds provide a transition warning; at 10 seconds have Cassie count down with you and have her put it away Re-start the interval and penny board. Adapt materials and instructional conditions:
Provide written and visual materials in a 16 point font At the start of routines/activities review with Cassie the classroom “successful student rules” Keep works tasks to 20 minutes or less, then provide Cassie with a break Embed academic tasks into typical and functional routines Break complex tasks into discrete steps and use picture strips to make the series of steps concrete Provide at least 10-15 seconds of wait time in between prompts Maintain a positive upbeat tone of voice Follow OT recommendations for embedding sensory supports throughout the day Provide Cassie with a pliable object to hold during listening activities Provide a break when Cassie makes a request
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
Have an individualized set of material (i.e., book during circle)
Incorporate preferences (i.e., taking pictures, looking at photographs) as part of skill practice Use timer to make work blocks concrete
Use effective partner prompting during group activities: o o
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
Teacher provides instructional prompts and is the only person to verbally engage Cassie. Teaching assistant or co-group leader/instruction stays beyond Cassie and uses picture prompts to redirect in a supportive role to teacher
To encourage smooth transitions:
Use intermittent countdown prompts to transition from preferred activities and routines (e.g., two minutes; one minute, etc.) to help her prepare for the transition Provide Cassie with a choice of a highly preferred squeeze toy to hold during the transition For noisy transitions (e.g., hall, bus area) offer headphones or ear plugs To encourage social interactions:
Look for opportunities to pair Cassie with a preferred peer during tasks and transitions Review her social story depicting how to act with friends Support conversations with peers (e.g., review the student picture dictionary; provide prep or reminder to use conversation starters)
Develop conversation topic pages that are centered around an activity and use photographs and words to provide Cassie with scaffolds for talking about events, people, experiences, and feelings.
Model for peers how to help Cassie have a conversation Increasing choice, self determination and control:
Review the picture schedule and ensure flexible options are embedded throughout the day Provide “prep” prior to transitions and changes in preferred activities When walking down the hall stay at least 5 feet behind Cassie unless she initiates otherwise Offer a variety of choices throughout the day (e.g., materials, activities, termination, partners, etc.)
When Cassie makes a request for an item activity she cannot have, identify an appropriate time and put it on her schedule so she can see when it is coming During task start up, provide Cassie with a prompt to begin and then back away to allow for self initiation STRATEGIES TO CATCH EMERGING SITUATIONS In Place Partially When Cassie is Showing Signs of Distraction:
Not in Place
Need Help
in Place
Not in Place
Need Help
Partially in Place
Not in Place
Need Help
in Place
Continually scan for signals that suggest Cassie is getting tired, frustrated or overwhelmed Prompt Cassie to request a break Provide a relaxation choice Bring the task to a close quickly so it can under positive conditions Provide praise to peers in the area STRATEGIES TO EFFECTIVELY REDIRECT BACK TO ROUTINE In Place Partially When I Need to Redirect Cassie I:
Rely on picture prompts and only when necessary provide short one or two word verbal prompts Wait 15 seconds for Cassie to respond
Praise cooperation
When Behavior Persists I:
If she did not respond to the initial picture prompt, I reshow the picture and wait 15 seconds If no response, show picture and give slight physical nudge to orient her in the direction you want her to go (e.g., touch under her elbow) and quickly pull away as soon as she starts to move If she’s lying on the floor I make sure she’s in a safe spot. If she’s in a safe spot, I wait her out. I hold the picture where she can see it and do not make eye contact If the location is not safe and Cassie needs to be moved, I call for assistance.
In Place
Sample Behavior Decision Points K-5 Screening K-1 Students identified as “at risk” are considered for Second Tier Behavior Interventions. K-5 Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 250 students, revisit the core and look for patterns in location, time, grade, type, and frequency of incidents. If more than 20% of all students received 2 or more referrals: revisit the core. More than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately. More than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms. Tier II: o If more than 2 referrals in an 8 week period: meet with parents and develop a plan. o If more than 5 absences in an 8 week period: instigate communication strategies with families and Grade Level team reviews other data to determine appropriate interventions. o If a student has 2 or more F’s or a GPA of
Data is Not a Four Letter Word: Tier 3 PaTTAN September 20, 2012
Activity: Activating Prior Knowledge Identify the critical elements of and FB A:
Identify the critical elements of a BIP:
Place critical elements in appropriate step. Step 1 Problem ID
Step 2 Problem Analysis Step 3 Intervention Plan and Delivery Step 4 Determine Response to Intervention
Points Possible: ______
Behavior Report Card Adapted from Crone, Horner & Hawken (2003)
Points Received: ______ Name:
Date: % of Points:
Intervention Program: ____________________
Goal Achieved? Y N
Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow
GOALS:
Be Responsible (Complete work) Be Respectful (Use kind words) Be Safe (Keep hands, feet, all other objects to yourself)
Teacher Comments:
Parent Comments:
7:309:30
9:3011:30
Lunch (include to & from)
12:152:15
______
Dismissal through ride home
Behavior Rating Scale
Behavior
Date
Student: _________________________
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Definitions of behaviors:
Developed under grant H324P04003 from the Department of Education.
Behavior Intervention Strategy Implementation Checklist Instructions for using the implementation checklist: 1. At least once a week each staff member needs to complete the checklist. 2. Use the following to select the appropriate score: a. In place: The strategy is being consistently implemented b. Partially in place: the strategy is inconsistently being implement (i.e., sometimes being used) c. Not in place: the strategy is not being used 3. Use the Need Help category to indicate a need for assistance or problem solving in order to implement the strategy
PREVENTION STRATEGIES Consistently provide social reinforcement and implement the incentive system Provide frequent positive social comments throughout the day Throughout the 10 minute interval, provide Cassie with verbal (e.g., great job counting”) and nonverbal (e.g., thumbs up and smiles) praise for desired behavior. At the end of the interval provide Cassie with social praise for the three behavior expectations identified (i.e., doing her work, staying in her seat, and following directions), then give her a penny to put on her board. When she has earned five pennies, provide Cassie with a choice of a reward using the picture board. Provide access to the reward for 2 minutes; at 1 minute 30 seconds provide a transition warning; at 10 seconds have Cassie count down with you and have her put it away Re-start the interval and penny board. Adapt materials and instructional conditions:
Provide written and visual materials in a 16 point font At the start of routines/activities review with Cassie the classroom “successful student rules” Keep works tasks to 20 minutes or less, then provide Cassie with a break Embed academic tasks into typical and functional routines Break complex tasks into discrete steps and use picture strips to make the series of steps concrete Provide at least 10-15 seconds of wait time in between prompts Maintain a positive upbeat tone of voice Follow OT recommendations for embedding sensory supports throughout the day Provide Cassie with a pliable object to hold during listening activities Provide a break when Cassie makes a request
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
Have an individualized set of material (i.e., book during circle)
Incorporate preferences (i.e., taking pictures, looking at photographs) as part of skill practice Use timer to make work blocks concrete
Use effective partner prompting during group activities: o o
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
In Place
Partially in Place
Not in Place
Need Help
Teacher provides instructional prompts and is the only person to verbally engage Cassie. Teaching assistant or co-group leader/instruction stays beyond Cassie and uses picture prompts to redirect in a supportive role to teacher
To encourage smooth transitions:
Use intermittent countdown prompts to transition from preferred activities and routines (e.g., two minutes; one minute, etc.) to help her prepare for the transition Provide Cassie with a choice of a highly preferred squeeze toy to hold during the transition For noisy transitions (e.g., hall, bus area) offer headphones or ear plugs To encourage social interactions:
Look for opportunities to pair Cassie with a preferred peer during tasks and transitions Review her social story depicting how to act with friends Support conversations with peers (e.g., review the student picture dictionary; provide prep or reminder to use conversation starters)
Develop conversation topic pages that are centered around an activity and use photographs and words to provide Cassie with scaffolds for talking about events, people, experiences, and feelings.
Model for peers how to help Cassie have a conversation Increasing choice, self determination and control:
Review the picture schedule and ensure flexible options are embedded throughout the day Provide “prep” prior to transitions and changes in preferred activities When walking down the hall stay at least 5 feet behind Cassie unless she initiates otherwise Offer a variety of choices throughout the day (e.g., materials, activities, termination, partners, etc.)
When Cassie makes a request for an item activity she cannot have, identify an appropriate time and put it on her schedule so she can see when it is coming During task start up, provide Cassie with a prompt to begin and then back away to allow for self initiation STRATEGIES TO CATCH EMERGING SITUATIONS In Place Partially When Cassie is Showing Signs of Distraction:
Not in Place
Need Help
in Place
Not in Place
Need Help
Partially in Place
Not in Place
Need Help
in Place
Continually scan for signals that suggest Cassie is getting tired, frustrated or overwhelmed Prompt Cassie to request a break Provide a relaxation choice Bring the task to a close quickly so it can under positive conditions Provide praise to peers in the area STRATEGIES TO EFFECTIVELY REDIRECT BACK TO ROUTINE In Place Partially When I Need to Redirect Cassie I:
Rely on picture prompts and only when necessary provide short one or two word verbal prompts Wait 15 seconds for Cassie to respond
Praise cooperation
When Behavior Persists I:
If she did not respond to the initial picture prompt, I reshow the picture and wait 15 seconds If no response, show picture and give slight physical nudge to orient her in the direction you want her to go (e.g., touch under her elbow) and quickly pull away as soon as she starts to move If she’s lying on the floor I make sure she’s in a safe spot. If she’s in a safe spot, I wait her out. I hold the picture where she can see it and do not make eye contact If the location is not safe and Cassie needs to be moved, I call for assistance.
In Place
Sample Behavior Decision Points K-5 Screening K-1 Students identified as “at risk” are considered for Second Tier Behavior Interventions. K-5 Office Discipline Referral Data reviewed monthly. If more than 1 referral per day per month for every 250 students, revisit the core and look for patterns in location, time, grade, type, and frequency of incidents. If more than 20% of all students received 2 or more referrals: revisit the core. More than 30% of referrals occur in a specific area of the school: re-teach specific common area behavior expectations, acknowledge/reward positive behavior, & correct inappropriate behavior immediately. More than 40% of referrals occur in classrooms: re-teach classroom expectations, increase professional development in classroom management strategies, and/or revisit core instruction in specific classrooms. Tier II: o If more than 2 referrals in an 8 week period: meet with parents and develop a plan. o If more than 5 absences in an 8 week period: instigate communication strategies with families and Grade Level team reviews other data to determine appropriate interventions. o If a student has 2 or more F’s or a GPA of
