Data, Teaming & Intervention Systems
Chris Borgmeier PhD
Portland State University cborgmei@pdx.edu
www.tier2pbis.pbworks.com

Few
Minutes
Many
Minutes
Intensive
Increasing Minutes
Spent on Assessment and Intervention
Targeted
Few
Minutes
Universal
School-Wide Assessment
School-Wide Prevention Systems

Screening
Decision Rules
Progress Monitoring


Efficient Teaming Process
◦ Clear roles, procedures & responsibilities

Intervention Focused
◦ Linked to Continuum of Interventions (Tier 1  2  3)
◦ Try the easy things first (Tier 2 Interventions)
◦ …then Tier 3 (FBA/BSP)

Data focused & Early Identification
◦ Progress Monitoring
◦ Student Identification through Systematic Screening

Individual PBIS
Team Responsibilities
Monitor Systems
(Tier 2 & Tier 3)
Universal
Screening &
Identifying
Students at risk
Individual PBIS Team
Tier 2/3 Progress Monitoring
(Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks 30-45 min.
Monitor
Student
Progress
Match
Students to
Intervention

Sept. 1, 2009
RESPONSE TO INTERVENTION (RTI)
From Tier 2 to Tier 3
Tier I
Universal
SWPBIS
Team
Plans SW
& Classwide supports
Tier II
Progress
Monitoring
Team
Monitors effectiveness and fidelity of
Tier 2
Interventions
(overall and for each student)
Trust the System -- Tier 2 Process
Maximizing # of minutes/ student
Tier III
FBA Team
Conducts FBA, develops BIP
NOT a standing team

Student 1
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 4
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Individual PBIS Team
Tier 2/3 Progress Monitoring
(Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks 30-45 min.
Student 2
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 3
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team

Emphasize early identification

Individual PBIS
Team Responsibilities
Monitor Systems
(Tier 2 & Tier 3)
Universal
Screening &
Identifying
Students at risk
Individual PBIS Team
Tier 2/3 Progress Monitoring
(Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks 30-45 min.
Monitor
Student
Progress
Match
Students to
Intervention

st

Review Data from last year
◦ Your school data
◦ And data on incoming students (if available)

Identify students who had Behavior Support Plans in place per IEP (or otherwise)
◦ Prepare to implement BSP with necessary modifications from beginning of the school year

Identify returning students with more than 5 referrals last year who might benefit from behavioral support to begin the year

Who needs to be on our radar from Day 1?
Who had FBA/BSP’s last year?
Which students moved on? Which are returning this year?
Can we get data for our incoming class & new students?
Decision Rule

Three returning students had FBA/BSPs last year
◦ Students w/ 16, 11, & 10 referrals
◦ Make modifications to last years BSP & prepare to implement from beginning of school year
These returning students did not have behavioral interventions in place last year
Plan a Check-In Event




Robbie - 9 referrals last year
Jaden - 8 referrals last year
Jorge – 10 referrals last year
Logan – 11 referrals last year
(orientation) for students before the school year begins
Start Supports from the beginning of year –
NO WAITING TO FAIL!

Galen - 11 referrals last year

Get all 5 started on CICO during 1 st week of school


I-PBS team reviews student referral data every 2 weeks at each meeting
◦ Many referrals might also go directly to the
CICO manager

Develop Decision Rules for continuing
Student Identification through the year
◦ Example: Students receiving 3 rd referral or 2 nd in a month

Wraparound Supports
Refer to Tier 3 team:
Practical FBA
Non-Responder
Preliminary FBA
Borderline
Initial CICO Data
Screening
Referral Data
(ODRs)
Intensive
Individualized Behavior
Support Plan
Modified CICO
Matched to Function
Targeted
“Tweak”/ Small change to CICO
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems


Develop a plan for Universal Screening to implement before Day 1 of the school year:
◦ Who will meet? when? & where?
◦ What data will you use to ID students for intervention?
◦ Develop DECISION RULES for identifying students:
 At the beginning of the year?
 On a continuing basis throughout the year
◦ Using your current data, which students do you want to target for intervention NOW & Next Fall?
◦ What interventions & activities will you implement to support these students from the beginning of the school year?
 CICO
 FBA/BSP
 Other?

Wraparound Supports
Intensive
Individualized Behavior
Support Plan
Modified CICO
Matched to Function
Targeted
“Tweak”/ Small change to CICO
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

Questions about Tier 2 Interventions
Systems Considerations

What constitutes a Tier 2 Intervention?
◦ EFFICIENCY & MAXIMIZING RESOURCES
◦ An intervention that:
 Serves multiple students at one time (15-25 student at once)
 More efficient use of resources that 1 student at a time
 Students can get started with almost immediately upon referral
 Requires almost no legwork from referring staff to begin implementation of the intervention with a student
 All school staff know about, understand their role with, and know the referral process for
◦ SYSTEMS NOTE: Resources Required:
 If program is not self-sufficient… and requires significant organization by referring staff… it’s not a Tier 2/ targeted intervention


Start with Basic CICO
◦ Should work for the majority of at-risk students
◦ Complete CICO Fidelity Assessment

Once implementing CICO with fidelity & using data for decision making
◦ Data for student identification
◦ Data for student progress monitoring to ID responders/borderline/non-responders

Start adding variations of CICO

 Intervention is continuously available
 Rapid access to intervention (72 hr)
 Very low effort by teachers
 Consistent with school-wide expectations
 Implemented by all staff/faculty in a school
 Flexible intervention based on assessment
◦
Functional Assessment


Adequate resources (admin, team)
◦ weekly meeting, plus 10 hours a week
Student chooses to participate
 Continuous monitoring for decision-making


SYSTEM
◦ Person assigned with FTE to coordinate & manage daily implementation of CICO
◦ Bi-weekly team meetings for student referral/ identification for CICO & progress monitoring
◦ Materials & incentives readily available
◦ Staff-wide buy-in, commitment & training in roles, responsibilities related to CICO
 Regular updates to staff on student data & implementation


PRACTICES
◦ Reliable daily am check-in & pm check-out
◦ Students earn rewards for success (daily at first)
◦ Not punitive


DATA
◦ Daily collection of point card data
◦ Regular review of graphic student data for decision making (at least every 2 weeks)
◦ Regular student referral for early identification of at-risk students


Focus on Efficiency

Generic point card
◦ Expectations linked to School-wide rules
◦ Limited individualization
◦ We do not want to spend time tailoring the point card at this level of intervention

Generic Point Card
No time spent individualizing

Team Task:
1. Take a few minutes to complete the BEP-FIM as a Self Assessment.
2 = In Place
1 = Partially In Place
0 = Not in Place
2. Identify actions necessary to address areas to improve CICO implementation

Small Modifications or “Tweaks”


Remember focus on Efficiency in Progress
Monitoring Meeting
◦ Minutes per Student
 Tweak or Small CICO Modification
 Alternate Tier 2 Intervention (Function-based)
 Escalate to Tier 3 Student Centered team

Trust the Process
◦ Most difficult thing = not talking about a student before it’s time

Intensive
Borderline
Initial CICO Data
Student
Referral Data
(ODRs)
Targeted
Universal
School-Wide Assessment
School-Wide Prevention Systems
“Tweak”/ Small change to CICO
Basic CICO


In Progress Monitoring meetings – always weighing
Minutes/Kid
◦ Tweaks to the plan for Borderline Responders should only take a couple of “minutes”
◦ Look at initial CICO data
◦ Not an extensive discussion

Should have a menu of quick changes/ “tweaks”:
◦ Change CICO mentor
◦ Change incentives
◦ Change/individualize goals
◦ More frequent check-ins -- “adding hair”

Last 3 weeks -- 10 of 16 days over 80%, but last 8 days -- 3 of 8 days over 80%
“just missing”… but downward trend
Good Candidate for a Small Change/ “Tweak”
In 2 minutes or less - Which change is most likely to work for this student?
Change (a) CICO mentor, (b) incentives, (c) individualize goals OR
(d) more frequent check-ins

Quick Check:
Anything we can do about Period 3?


Readiness – what needs to be ready to make these
‘quick’ changes?
◦ Change/individualize goals
 Need alternate point card readily available to individualize
◦ Change CICO mentor
◦ Add Mid-Day Check-in & incentive
◦ Change incentives
 Individualize incentives for the student
◦ More frequent check-ins
 With teacher? With CICO Specialist?
 Need an adjusted point card?

Individualized Point Card
Fill in more specific behaviors

Individualized Point Card
Robbie Oct. 14 th 20--

•Teacher gives more frequent feedback by applying hair – then uses hair to inform overall score for period
•Another Alternative – Create alternate card which breaks day into smaller intervals


What ‘tweaks’ do you want to develop to be ready for borderline responders?
◦ Adapt existing materials and/or Develop new materials required to make ‘tweaks’
readily available and accessible?
◦ Remember in the meeting, decisions regarding small intervention changes or ‘tweaks’ should occur in less then 2 minutes of discussion….
“Ready to Go” intervention options/ “tweaks” will make this as easy as possible

Intensive
Non-Responder
Preliminary FBA
Borderline
Initial CICO Data
Student
Referral Data
(ODRs)
Targeted
Universal
School-Wide Assessment
School-Wide Prevention Systems
Modified CICO
Matched to Function
“Tweak”/ Small change to CICO
Basic CICO

Typical Reasons CICO may not be working for an individual student
Address
Implementation
Issue
1)
2)
Individualize
Tier 2
3)
4)
Escalate to
Tier 3 Support
5)
Low fidelity of implementation
The student needs more instruction on how to use the program
The rewards are not powerful or desirable for the student
The program does not match the function of the problem behavior
The student requires more intensive, individualized support

Behavioral Explanations for “Why”

Don’t forget - From student’s perspective, problem behavior serves a purpose, such as…
◦ Gaining attention
◦ Gaining access to activities or tangible items
◦ Avoiding or escaping from something student finds unpleasant (e.g. difficult or undesired tasks)

Using Function of Behavior to Inform
CICO Modifications

Individual Student Planning
◦ Can use “Function of Behavior” to match students to appropriate version of CICO
◦ Function-Based Assessment might include:
 Data from ODRs “Possible Motivation”
 Or Preliminary/Brief FBA


Use existing data for preliminary FBA
◦ ODR data
 Identify function/motivation
 Identify antecedents – time/location/persons involved, etc.
◦ CICO data
 Identify antecedents – time/location

Does this tell us anything about when/ where/ who is involved (antecedents)?


Discipline Referral Summaries
◦ Suspensions, detentions, office referrals
◦ Look for patterns
 Triggers/Antecedents  Day of the week, Time of
Day, Location, Students Involved
 Behavior
 Consequences/Function  Possible Motivation,
Disciplinary Action, Administrative Decision

Date Staff Time Location
Prolem
Behavior
1 02/08/11 43866 12:15PM Plygd Agg/Fight
2 01/28/11 47522 1:30PM Class Disrespt
Motivation
Unknown mot
Others
Involved
Peers
Admin
Decision
Out-sch susp
Avoid Task Teacher Detention
3 01/10/11 47522 10:30AM Class
4 12/18/10 47522 9:30AM Class
Disrespt
Disrespt
Avoid Task
Avoid Task
Teacher
Teacher
Detention
Detention
5 12/08/10 47522 1:00AM Class
6 12/08/10 47522 10:15AM Class
Disrespt
Disrespt
Avoid Task Peer Detention
Avoid Task Teacher Parent
7 11/20/10 47522 9:30PM Class
How about when/ where/ who (Antecedents)?
Disrespt Avoid Task Teacher Parent
Does this tell us anything about the function of student behavior?

Function = Escape Task (elem)
Justin Boyd
University of Oregon


Children may benefit from taking small, appropriate breaks

If breaks are available, students may:
◦ Engage in less escape-maintained problem behavior
◦ Request breaks less often than escape-maintained problem behavior occurred

Increased reinforcement for:
◦ Asking for assistance
◦ Taking a break appropriately

Escape Academic Task

Explicitly teach an alternative/replacement behavior (i.e., break requests)

Promote self-management by teaching students to “keep track” of their breaks

Establish & Teach teachers (and students) how this will look in the classroom

Make it feasible and sustainable for classroom teachers to implement


Prior to intervention:
◦ Child & teacher identify appropriate “break” activities
◦ Student is taught:
 How to request a break
 How to take a break
 How to return to work

Points earned for:
◦ Meeting academic-specific expectations
◦ Asking for break appropriately or not needing a break
◦ Weekly point total tied to reinforcers







Break Options
Move to separate desk for quiet activity
Quiet activity at desk
Drawing
Doodle on notebook
Stretch in backroom
Run errand for teacher 





Weekly Rewards
Computer time
Extra Recess
Coupon for bonus points on assignments
Coupons for buddy work
Coupon to make assignment shorter or easier
Library pass

Function = Escape Task (MS)
Jessica Turtura
University of Oregon


Students benefit from organizational structure

More frequent and tangible reinforcement for:
◦ Recording assignments
◦ Completing in-class work & participating
◦ Asking for help
◦ Completing homework

Parental structure for homework completion:
◦ Parents are aware of assignments
◦ Parents check for completion

Academic focused CICO (Escape Tasks)
Middle School
•
•
•
•
Morning Check-in
– Students check-in with counselor
– All homework completed? Prepared for the school day with all necessary materials?
– Opportunity to complete unfinished homework and to gather materials
Daily point card and Homework tracker
– Receive feedback each period about behavior during class (participation, staying ontask, completing work)
– Record assignments on homework tracker
Afternoon Check-out
– Check-out with counselor
– Review point card and homework tracker
– Does student know what is due tomorrow? Have all materials needed to complete assignments?
Home Component
– Parents review daily feedback with student
– Sign card to indicate if student has completed all homework


Prior to intervention – coordinator meets w/ parents

Morning Check-In: Assess & give bonus pts for:
◦ Materials Ready & Homework Completed

Afternoon check-out: Check Tracker

Expectations focus on Academic Behaviors + Add’l
Expectation of completing Tracker

Parent signature with focus on Homework
Completion

Refer to Tier 3 team:
Practical FBA
Non-Responder
Preliminary FBA
Borderline
Initial CICO Data
Student
Referral Data
(ODRs)
Intensive
Individualized Behavior
Support Plan
Modified CICO
Matched to Function
Targeted
“Tweak”/ Small change to CICO
Basic CICO
Universal
School-Wide Assessment
School-Wide Prevention Systems

Tweak ABC
CICO
After multiple interventions , including match to function-based CICO
RTI  Time to move to Tier 3 Support

Student 1
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Meeting 1
Permissions
Coordinate
Assessment (FBA)
Meeting 2
Review Assessment&
Finalize
Implementation Plan
Meeting 3
Monitor Student
Progress &
Review/Modify
Plan
Individual PBIS Team
Tier 2/3 Progress Monitoring
(Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks 30-45 min.
Meetings
Ongoing as needed to
Monitor Student Progress &
Review/Modify Plan

Student 1
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 4
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Individual PBIS Team
Tier 2/3 Progress Monitoring
(Systems & Students)
Team Members:
Administrator
Behavior Specialists
-e.g. SPSY, SPED
CICO Coordinator
-e.g. counselor, IA
Meets every 2 wks 30-45 min.
Student 2
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team
Student 3
FBA/BSP team
Administrator
Behavior Specialist
Student Centered team

A Proactive Approach to Behavior Support
Planning
• Majority of problem behaviors that teams encounter do not require comprehensive FBA-BSP (Loman & Horner, in press)
• Using simplified FBABSP procedures that “match” the level and intensity of problem behavior
• Provide FBS at the first signs of persistent problem behavior
Basic FBA:
Behaviors and Maintaining
Functions are Easily Defined and Identified
Complex FBA:
Behaviors and Maintaining
Functions Vary, and are not Easily
Defined and/or Identified

District Behavior
Support Specialist
Train and coach PBIS at all three tiers
Support
Teams building behavior support plans from
Assessment information
Train 1-2 people per school to conduct
“basic”
FBA/BSP


Basic FBA2BSP Training

Series of 7 - 90 minute trainings
 (each training spaced about 2 weeks apart)
◦ Session 1: Basics of Behavior
◦ Session 2: FBA Interview
◦ Session 3: FBA Observation
◦ Session 4: Function-Based Intervention
◦ Session 5: Behavior Support Planning
◦ Session 6: Implementation Planning
◦ Session 7: Evaluation Plan & Monitoring

Format of
Basic FBA to BSP Training Sessions
Objectives Checks for
Understanding
Review
Activities
Comments/
Questions
Tasks
Key Points