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APEX III
Behavior Support (Tier 2)
Team Training Retreat
Taking Problem Solving
to Action Planning
March 11, 2014
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• This initiative, called Achievement in Dropout
Prevention and Excellence (APEX), includes
implementation of Positive Behavioral Interventions
and Supports (PBIS) combined with an individualized
school-to-adult-life transition model developed by
the IOD.
• The state of New Hampshire has worked with the
Institute on Disability since 2002 to implement a
Multi-Tiered System of Support (MTSS) focused on
behavior in high schools.
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RENEW is funded by a grant from the
Endowment for Health.
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The APEX High School Model: Positive Behavior Interventions &
Supports & RENEW
Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008
& T. Scott, 2004
Student Progress Tracker;
Individual Futures Plan
Competing Behavior Pathway,
Functional Assessment Interview,
Tier
3/Tertiary
RENEW and
Wraparound
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Progress Monitoring
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Credits, Progress
Reports, etc.
Tier 2
Small Group
Interventions
(CICO, Social and
Academic support
groups, Social Skills)
Universal:
School-Wide Assessment
School-Wide Prevention Systems
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Our Expectations
Expectations
Leadership Team Training
Be Responsible

Be Respectful

Be Prepared


Make sure you are comfortable & that your personal needs are
met
Address question/activity in group time before discussing “other”
topics
Address your attention to the topic and task
 Ask questions
Turn cell phones, beepers, PDA’s, and pagers off or to
vibrate/silent
Limit the use of “screens” unless you require them for disability
augmentive purposes.
 Respect and consider every idea
 Contribute to activities and conversations
Bring an open mind
Follow through
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Agenda for the Day
• Team Structure & Processes
• Team Activity: Collaborative Team Checklist
• Problem-Solving and Data-Based Decision
Making
• Increasing efficiency around FBA/BIP
implementation
• Team Activity: BST Checklist
• Review Team Goals & Report Out
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List 3-5 Objectives for the Day
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CONTINUUM OF
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
Tertiary Prevention:
Individualized
Systems for Students with
High-Risk Behavior
~5%
~15%
Secondary Prevention:
Targeted
Systems for Students with
At-Risk Behavior
Primary Prevention:
School-wide/Classroom/
Non-classroom Systems for
All Students,
Staff, & Settings
Today’s
focus
~80% of Students
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Tier 2: Basic Team Features &
Readiness
Features
Readiness
•
• Tier 1 system is in place.
• Full administrative and staff
support
• People & Skills
• Understands functioned-based
perspective
• Develops Tier 2 interventions
• Ready to coach staff in
Interventions
• Distinguish between students
needing Tier 2 and Tier 3
Supports
Effective & Efficient Team Process
• Serve the ‘right’ need
• Have group interventions
ready and implement with
fidelity
 Use data to evidence success
• Use data to drive decisions
• Know when supports must be
individualized and/or more
comprehensive (refer for plan
development to folks with
expertise)
N u m b e r o f R e f e rra ls p e r S t u d e n t
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Referrals per Student
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0
Students
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Pyramid of
Interventions
Level III: Intensive, Individual
Interventions
•GEDO
•PLP
•SDA Diploma
•MSP
•REN EW
•Complex FBA/BSP
Community Agency Referrals
•Community Partners
•HUB
•North Star
Level II: Targeted Interventions
• CICO
•Social Skills Groups
•Simple FBA
•Anger Management
Groups
•Mediation
•Adult Ed Classes
•Credit Recovery
•Truancy Interventions
•Drug and Alcohol
Counseling
• Alt Study
Level 1: Universal Interventions and Supports
• Differentiated Instruction
• Behavior matrix
•Parent Contact
•Student /Teacher Conference
• Parent/teacher Conference
•Guidance Support
•ELO’s
•Extracurricular Activities
•RQQP
•VLACs
•After School Support
•Freshman Experience/Academic
Skills
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* Created by Somersworth High School & NH RESPONDS Facilitator
3-Tiered System of Support at KHS
Universal
Team
Plans school-wide
and class supports
Child Study Team
Intensive Team
(Tier II: Behavior Support
Team Support Team)
(Tier III: Individualized
Intensive Support)
•Standing team
• Uses Process data
• Determines overall intervention
effectiveness
• Uses small group interventions based on
function of behavior
• Uses Process data
•Determines overall
intervention effectiveness
•Uses Comprehensive
FBA/BIP process
ALP
Check and Connect,
Mentoring
Comprehensive FBA
Other Considerations:
Academic Support
Universal
Supports
Apply Universal
Classroom
Strategies
Ed Options, VLACS,
Reading /Writing/Math Labs
Work Based Learning
•Special Ed Referral
Reduced Schedule &
EA Combo
Home Tutoring –
(discussion pt)
Home Visits (open
communication lines)
Eagle Academy
Mental Health Counseling
Group with Individual
Feature (JAG)
Substance Abuse
Counseling
Medical Examination
Referral
Brief FBA
* Adapted from Illinois PBIS Network
Court Involvement
GED
Job Corp
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Referral to Community
Agency Supports
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Identify Team Member Roles
Team Leader
Recorder
Time Keeper
Administrator
Data Specialist
Content Specialist
Communication Expert
PBIS Coach (internal or external)
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Activity: Team Time
• Complete Collaborative Team Checklist
• Review Team Features & Process
• Start Goal Setting
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Report Out
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Break
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Features of a Systematic Problem-Solving Model
RENEW Facilitator's Training Fall 2013,
Copyright Institute on Disability, University
of New Hampshire
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Problem-Solving Logic
• Problem Identification
– Is there a problem? What is it?
• Problem Analysis
– Why is this happening?
• Intervention Development and
Implementation
– What can be done about the problem?
• Evaluation: Response to Intervention
– Is the intervention working?
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Data Based Decision-Making
• Provides objective viewpoint
• Increases efficiency by making need and
actions clear
• Keeps from “admiring” the problem
Question: “What data do we need?”
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Data-based Decision Making
1. Know HOW progress will be assessed.
2. Know WHEN progress will be assessed.
3. Know CRITERIA for fidelity of implementation of the
intervention and how fidelity will be assessed.
4. Know CRITERIA for when students are responsive to
intervention (it’s working) and non-responsive to
intervention (it’s not working).
5.
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Know what to try next along a continuum of support.
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A Context for PBIS & Function Based
Support
• Behavior support is the redesign of
environments, not the redesign of
individuals
• Positive Behavior Support plans define
changes in the behavior of those who will
implement the plan. A behavior support
plan describes what we will do differently.
Rob Horner- University of Oregon
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Purposes of Functional Behavioral
Assessment
• Create order out of chaos
• Improve the effectiveness and efficiency of
behavior support efforts
• Professional accountability
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The BIG Idea
FUNCTION MATTERS
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What is
‘Function of Behavior’?
The Function of Behavior
refers to what is gained or
avoided as a result of a
behavior
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Functions of Behavior
• Attention
– Adult or Peer
• Escape
– Academics, Adults, Peers, or Environment
• Tangible
– To gain something
• Sensory
– To avoid or receive environmental stimuli
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Lunch
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Features of Behavior Pathway
Sugai, 2005
Looking at a ‘Behavior Pathway’
helps to develop a “best
guess” about function of
behavior.
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Behavior Pathway: ABC’s of
Behavior
Setting
Events
Triggering
Antecedents
bigger picture;
what happened
earlier in the day
that contributes
to behavior
what happens
right before a
behavior occurs
Maintaining
Consequence
Problem
Behavior
what does the
behavior look
like
what happens right
after a behavior
occurs;
consequences
which increase a
specific behavior
Function?
(What is the child
getting or avoiding as a result
of the behavior)www.inclusiveed.org
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When You Can Predict,
You Can Prevent
Jen: Occurs at 10:30; she meets friend who has
a job in the office
Chad: Occurs when assigned a writing task; gets
sent to ISS where he sits quietly till end of
class Joe: Occurs sporadically; spends at
least 15 minutes talking with Assistant
Principal
Could knowing function influence our thinking about discipline practices with these
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students?
3 Key Strategies
• Identify how to intervene early in an
escalation.
• Identify environmental factors that can
be manipulated.
• Identify replacement behaviors that
can be taught & serve similar function
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Simple Behavior Pathway
is the basic working unit of an FBA
Setting
Events
Homework not
done
Triggering
Antecedents
Teacher Gives
Writing
Assignment
Can I Impact the antecedent
so student is less likely to need
to escape (or…less likely to
need to gain attention…) thru
inappropriate behavior ….?
Maintaining
Consequence
Problem
Behavior
Repeated
loud talking
disrupting
others from
their work
Replacement
Behavior: What
could we teach
student to do so he
could achieve
function in a prosocial way?
Teacher requests
quiet then removes
to hallway; gives
zero on assignment
Function?
(What is the child
getting or avoiding as a result
of the behavior)
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Jack gets into arguments with his math teacher if she asks him to correct his
mistakes. As a result of this behavior Jack often avoids work and gains the
teacher’s attention. This is more likely to happen if he has had difficulty with
another subject prior to coming to math.
Setting Events
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
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Jack gets into arguments with his math teacher if she asks him to correct his
mistakes. As a result of this behavior Jack often avoids work and gains the
teacher’s attention. This is more likely to happen if he has had difficulty with
another subject prior to coming to math.
Setting Events
Difficulty with
another
subject before
math
Triggering
Antecedents
Problem
Behavior
Maintaining
Consequences
Asked to correct his
mistakes
argues
Avoids work
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Setting Event
Modifications
Antecedent
Modifications
Behavior
Modifications
(Skills to Teach)
Consequence
Manipulations
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The Final Word
• It is not fair to expect anyone to exhibit a
behavior which has never been taught
• The key to changing inappropriate behaviors is
replacing them with appropriate behaviors
that serve the same function
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Goal Setting Activity
Based upon the data:
By June of 2014, we will have accomplished:
• Specific measures:
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NEXT STEPS
• Next Team Meeting (date and time):
• Agenda items:
• Roles (facilitator, note taker, timekeeper):
• Location
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Suggested Timeline for 2013-14
• Use the APEX Benchmarks Tool to complete a
plan.
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Report Out
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Upcoming Workshops & Retreats
The 2014 Conference on School Culture, Climate, and Positive Behavior
Support will take place on August 20-21, 2014 at the SERESC Event &
Conference Center in Bedford, NH.
PBIS Universal Team Training Retreat
March 27th, 2014
8:00 – 2:30 pm
Holiday Inn
172 N Main St. Concord, NH 03833
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Some other Research Articles
Hawken, L. S. & Horner R. H., (2003) Implementing a
Targeted Group Intervention Within a SchoolWide System of Behavior Support. Journal of
Behavioral Education, 12, 225-240.
March, R. E. & Horner, R. H. (2002) Feasibility and
contributions of functional behavioral assessment
in schools. Journal of Emotional and Behavioral
Disorders, 10, 158-70.
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Resources
• Iod.unh.edu
– APEX project page
• pbis.org (high school pages)
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Thank You!
Kathy Francoeur, Research Associate
Institute on Disability
University of New Hampshire
10 West Edge Drive
Durham, NH 03824
603-863-0318
Kathryn.francoeur@unh.edu
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