Universally Designing Positive Behavior Supports for All

Universally Designing Positive
Behavior Supports for All
Sheldon Loman, Ph.D.
Contact: [email protected]
Presentation & Resources available at:
http://udlpbis.pbworks.com/
“Clearing a path for people with
special needs clears the path for
everyone!”
2
Who’s Here?
•
•
•
•
•
•
•
•
•
District Level Administrator?
District Level PBIS Coach?
School Level PBIS Coach?
Principal?
Teacher?
Parent?
Paraprofessional?
Related Services?
Other?
Outcomes
(1) Identify evidence-based practices for supporting students
with disabilities.
(2) Identify tools and procedures for helping school teams to
better design supports for students with disabilities at all
three tiers.
(3) Develop a plan to ensure that data, systems, and practices
are in place within schools to support ALL students including
students with autism and other developmental disabilities.
Content from this presentation
is based on work by:
• Kathy Gould, Director of Illinois Autism Training & Technical
Assistance Project
• Resources are available from the Illinois Autism Training &
Technical Assistance Project :
• http://www.illinoisautismproject.org/
Look to the
Future
According to the U.S. Department of Labor
Statistics, the unemployment rate for
individuals with disabilities is 78.5%.
Reports from the National Center for
Educational Statistics and the Department of
Education show that only 43% of people with
disabilities will graduate high school with a
diploma.
March 20, 2013
7
Autism Society of America Newsletter
Horner (2011)
Continuum of
Intensive Few Support for
ALL
Targeted
At what tier Some
do you include students
with disabilities in your PBIS
implementation?
Students with disabilities benefit
from
Universal
All
supports and interventions
at all three tiers
All students should have access to
a school environment that is:
Predictable
1. Common language
2. Common vision (understanding of expectations)
3. Common experience (everyone knows)
Positive
Regular recognition for positive behavior
Safe
Violent and disruptive behavior is prevented
Consistent
Adults use similar expectations.
•
School-wide Positive Behavior
Interventions and Supports
(SWPBIS)
Build a continuum of
supports that begins with
the whole school and
extends to intensive,
wraparound support for
individual students and their
families.
• SWPBIS creates a
host environment for
effectively supporting
all students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
ESTABLISHING CONTINUUM of SWPBIS
At Your School
~5%
Ensure Culturally Relevant and Inclusive of All
Students through use of Multiple Means of
Representation, Expression, & Engagement
~15%
TIER III: TERTIARY PREVENTION
• Practices:
• Data:
• Systems:
TIER II: SECONDARY PREVENTION
• Practices:
• Data:
• Systems
~80% of Students
TIER I: PRIMARY PREVENTION
• Practices:
• Data:
• Systems:
ESTABLISHING A CONTINUUM of SWPBIS
~5%
Ensure Culturally Relevant and Inclusive of All
Students through use of Multiple Means of
Representation, Expression, & Engagement
~15%
TIER I: PRIMARY PREVENTION
Practices:
•Teach & encourage positive SW expectations
•Proactive SW discipline
•Effective instruction & classroom management
•Parent engagement
Data:
•Fidelity of Implementation: SET or BoQ
•Student Outcomes: Office Discipline Referrals, SWIS,
Universal Screening (e.g., SSBD, SSRS)
•http://www.pbis.org/evaluation/evaluation_tools.aspx
Systems:
•SW Team Representative of Staff
~80% of Students
•Consistent Vision, Values, & Language from All Staff
ESTABLISHING A CONTINUUM of SWPBIS
Ensure Culturally Relevant and Inclusive of All
Students through use of Multiple Means of:
Representation, Expression, & Engagement
~5%
~15%
~80% of Students
Tier II: SECONDARY PREVENTION
Practices (Examples):
•Check in/out
•Targeted social skills instruction
•Peer-based supports
•Social skills club
Data:
•Fidelity Measures: ISSET, BAT, MATT, or
PBIS Implementation Inventory
•Student Outcome Measures:
•CICO-SWIS
•Intervention-specific data systems
Systems:
•Tier 2 Team Meets Regularly
•All Staff Knowledgeable of Tier 2 Interventions
for Continuous Implementation
ESTABLISHING A CONTINUUM of SWPBS
~5%
~15%
~80% of Students
Tier III: INDIVIDUALIZED PREVENTION
Practices:
• Function-based Support
• Person-centered Planning/Wraparound
• Specialized Individualized Supports
Data:
•Fidelity Measures: ISSET, BAT, MATT, or
PBIS Implementation Inventory
•Student Outcome Measures:
•ISIS-SWIS
•Student-specific data systems
Systems:
•Student-based Team meets to develop,
monitor, & revise student plans
•At least 1-2 Staff Trained to Assess & Develop
Function-based Support Plans
Ensure Culturally Relevant and Inclusive of All
Students through use of Multiple Means of:
Representation, Expression, & Engagement
“Experts Get Big Bucks For Consultation to
Remind Folks that ‘Intervention’ Can Be
Effective Only Before a Crisis Occurs”
“Secret”: Design Instruction, Curriculum, &
Environments to Prevent, Teach, and
Effectively Respond to Student Behavior
Goal of a SWPBIS Approach
• The goal of SWPBIS for students with disabilities is to
PREVENT and reduce the occurrence of challenging
behaviors through the use of evidence based practices.
(Neitzel, 2010)
• Do Not assume that all students with disabilities require
intensive supports
• DO anticipate skill deficits and FOCUS on PREVENTION
Universal Design For Learning
Framework: 3 Principles (cast.org)
Multiple Means of
Representation
Multiple Means of
Expression
Multiple Means of
Engagement
Provide multiple, flexible
methods of presentation.
Provide multiple , flexible
methods of expression
Presented
materials/curriculum is
designed to be adjustable
from the beginning so that
it can adapt to the needs
of diverse learners without
significant add-ons.
Curriculum is designed to
allow for different ways
students can express what
they know.
Provide multiple options
for engagement to
stimulate interest and
motivation
E.g., Text with pictures to
show behavioral
expectations, expectations
are presented in a clear
and consistent manner.
E.g., Students can express
understanding by: writing,
speaking, using sign
language, manipulating
objects/pictures,
augmentative
communication devices
Engagement: voluntary
attention and interest to
the task shown by the
learner
E.g., age-appropriate
materials, culturally
relevant, meaningful
materials, choices
2
Use EvidenceBased Practices
 Evidence-Based Practice
and Autism in the
Schools (National Autism  Comprehensive analysis
Center, 2009).
of available evidence
about educational
 Evidence-based Practices treatments for children
for Children, Youth, and
with autism.
Young Adults with ASD
(National Professional
Development Center,
2014)
20
Comparison of Both National Reports
21
Evidence-Based Practices by UDL Area
Representation
Visual Strategies
Expression
Augmentative
Communication
Engagement
Social Narratives
Video Modeling
Functional
Communication
Training
Reinforcement
Modeling/Prompting
Time Delay
Naturalistic
Interventions
Task AnalysisChaining
Structured Work
Systems/Activities
Discrete Trial
Training
Pivotal Response
Training
Response
Interruption
Peer-mediated
intervention
Self-management
(Picture Symbols/Schedules)
Naturalistic
Interventions
Overview - Positive supports
for students with ASD
Visuals, structure and routines
Communication supports
Sensory/biological and self-monitoring/
regulation supports
Visuals, Structure and Routines
What are some ways to
provide structure and
supports across the day?
Structure and Supports
Caution - students with ASD are often very literal
Example
Quiet Mouth
Put Trash in the Green Can
Non-Example
Zip Your Lip
Good Citizens Pick Up
Visual and Video Modeling
‘Visual models’ using real or
TV/video examples of social situations
http://www.youtube.com/watch?v=zT6ITDw
Pi0w
Contingency Maps
Structured Work Systems/Activities
Peer Mediated:
Social Translator
•Pair the student with ASD with a “Social Expert”
•Observe areas and social situations that have
caused misunderstandings or where non-desired
behavior is occurring
•“Social Expert” student acts as “social translator”
to translate the situation and discuss options for
more positive reaction and behavior
Communication
Communication skills must be explicitly taught and
supported
Reminder Card
Raise Hand
Talk when teacher responds
Use # 2 voice
Talk once then listen
 If the student does not have the means
to communicate wants and needs, he/she
WILL often use Problem Behavior
Sensory/Biological
• Headphones
• Quite place to work or take break
• Movement
– Scheduled breaks, tasks that require the
student to get up, manipulatives, active
seating
* Remember to consider FUNCTION!!
CHECK OUT
Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
How to ensure we
have Systems &
Data to support
Evidence-based
Practices?
Systems (Integration):
Supporting Staff Behavior
• Gain commitment & administrative approval for
implementation of supports for ALL students
• Including students with ASD and severe disabilities
• SPED/Autism coaches actively involved in supporting schoolwide implementation
• Training someone on school team, Or
• On school team and informing SW systems to better support
SPED students
• School also has staff representative from SWPBIS team on
District-level coaching meetings during the school year (e.g.,
SPED specific trainings)
Scale Down to Scale Up
• Bring together external supports within existing systems
• Utilize district level supports/coaches to strengthen SW Practices
for students with disabilities
• Embed “specialized” trainings within SWPBIS/RTI trainings for
ALL staff rather than separate trainings
• ALL staff trained on general practices for students with
disabilities
• Environmental modifications,
• Structured learning,
• Communication & social skill development
Data
• Use decision-making tools to measure progress and assess
fidelity
• Tools to evaluate whether SW systems/practices are being
universally designed to truly support ALL learners.
Self-Assessment Survey
Effective Implementation and Support of Illinois Educational Program for Autism 2.1
•
•
•
•
District
School-wide
Non-classroom
Individual
• Survey results are summarized and used for:
•
•
•
•
Annual action planning
Internal decision-making
Assessment of change over time
Awareness building of staff, and team validation
Examine the Status & Need for
Improvement in the following
areas:
• District Systems
• Involving policy & support from the district to develop & provide
support for students with ASD.
• School-wide Systems
• Involving all students and all staff
• Non-classroom Setting Systems
• Hallways, cafeteria, playground, bus
• Classroom Settings & Individual Student Systems
District Systems
In Place, Partial, Not in Place?
 District demonstrates commitment to effectively educate students with ASD with
their same age non-disabled peers.
 District policies ensure access for all students including those with ASD to all school
facilities and activities.
 District makes use of community & state level resources to ensure access to best
practices for students with ASD (e.g., professional development, personnel with
specialized skills).
 Adequate resources are allocated to build the skills of identified district staff assigned
as coaches in the area of ASD (e.g., professional development, dedicated FTE, release
time).
 District incorporates collaborative practices that ensure families needs/ priorities are
incorporated into district decision-making
 District collects & analyzes academic, social behavior, and placement data on students
with ASD to determine staff & support needs (e.g., curriculum-based measures,
discipline referrals, LRE data)
School-wide Systems
There is agreement school-wide on strategies and practices involving
students with ASD and other disabilities.
Resources are available for materials and curriculum.
School staff have had an opportunity to attend workshops on many
aspects of educating students with ASD.
Parents are a formal part of the planning, evaluation, and support
process.
SWPBS Team includes teachers/staff that directly support students
with ASD.
All staff are involved directly or indirectly in supporting students
with ASD.
Non-classroom Systems
Strategies and supports for students with ASD are utilized in nonclassroom settings.
Supports are utilized to assist students with ASD in transitioning
from place to place.
Behavior plans are in place and generalized to non-classroom
settings.
Physical features are modified to ensure: (a) supervised settings, (b)
clear boundaries and traffic patterns, and (c) prevent students with
ASD from inappropriately leaving school or non-classroom settings.
Scheduling of student movement is designed to increases
consistency and reduce problems with high noise, confusion,
crowding, and other occurrences that could be problematic for
students with ASD.
Classroom Systems
Specific classroom areas are clearly defined and presented in a way
that all students understand them (e.g., visual supports, labeled).
Classroom expectations and routines are clearly defined & taught
directly (e.g., visual supports, modeling).
Expected behaviors are clearly defined & taught directly.
Students with ASD receive direct instruction in math, reading, and
written language.
Students with ASD receive direct instruction on social skills and
communication.
Classroom teachers fully participate in planning for support and in
assisting with accommodations for students with ASD.
Individual Student Systems
Student(s) with ASD have efficient access to individual daily
schedule throughout the day
Changes in student’s schedule are planned and on schedule
prior to the change.
Student’s materials are designed to be age-appropriate.
Student’s instruction includes grade level instruction with
modifications & supports.
Student’s communication system (if needed) is available at all
times.
 Behavior support plans are monitored and revised regularly.
A simple process exists for teachers to request assistance.
Data are collected, summarized, & used to make systematic
decisions regarding changes in student systems to improve
outcomes for students.
Other tools…
• Classroom Observation Feedback form
• Assesses implementation of training critical components at
classroom level
• Completed by Autism Specialist/Coach or Instructional Coach
• Action plan to improve implementation
Tier 1 – Universal
Key Features
•
•
•
•
•
Define - 3-5 school wide expectations
Teach /Precorrect
Model/Practice
Acknowledge
Reteach
Illinois PBIS Network Universal Manual – Version 3.0, 10/2010
Tier I: School-Wide Rules
•3-5 Positively Stated Rules
•Serve as a prompt for appropriate
behavior
•Increase use of common language
SW Expectations: Tips and Tweaks
• Explicitly teach expectations with examples/nonexamples in settings where expected to occur
• Have staff who are present in the settings
participate/lead lessons
• Provide students with a script that includes
actions and words expected
• Video students role-playing expected behaviors
• Increase opportunities to review, practice, and
receive feedback within typical routines
• Utilize visual supports and prompts
Sample
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Sample Matrix - Arrival
Expectation
Be Responsible
Be Respectful
Be Safe
Behavior
Be on time
Obey
Supervisors
Watch for cars
Behavior
Put your coat away Keep hands and
feet to self
Use cross walks
and sidewalks
Behavior
Have your supplies Enter class
quietly
Walk at all times
Sample Matrix - Arrival
Expectation
Be Responsible
Be Respectful
Be Safe
Behavior
Be on time
Obey Supervisors
Watch for cars
Behavior
Put your coat away
Keep hands and
feet to self
Use cross walks
and sidewalks
Behavior
Have your supplies
Enter class quietly Walk at all times
Activity: 5 min
Identify and Teach
Behavioral Expectations
• What are three to five behavior
expectations in your school?
• Consider the expected behavior in one
area (arrival, hallway, etc)
• How can you tweak the expectations or
teaching to make it more accessible to all
students?
CLASSROOM EXPECTATIONS
• A small number (3‐5) of positively stated
expectations
• Publicly posted
• Match SW Expectations
CLASSROOM EXPECTATIONS
MATRIX
Be Respectful
Be Responsible
Be Safe
Use quiet voices
Complete all
assigned tasks
Keep hands
and
feet to self
Raise your hand
and wait to speak
Come to class
on time
When seated,
keep 2 feet and
4 legs on floor
Listen to instructions
and directions
Be prepared: have all
materials
Walk at all times
Tier I: Environmental Modifications
• Designing effective environments
– Post daily classroom schedule
– Increases predictability, can help support successful transitions
across more/less preferred activities
• Salient, eye level, add visuals
– Provide organized learning centers
– Explicitly teach students how to transition in an organized
fashion
• Consider the order in which students are called
– Have materials located in areas where they are typically used
– Provide students with additional prompts to increase
appropriate social behavior
– Provide organizational supports to increase academic
engagement and task completion
Respect Others - Use Polite Words
1. Specific Examples & Non-examples
2. Reminder card or note
3. Review/have student review as part of arrival routine
Polite Words
Example
Great job!
Great idea
Nice job
Awesome
Yeah
Rude Words
Non Example
So what
You’re stupid
That was dumb
That Stinks
Duh!
CLASSROOM
EXPECTATIONS MATRIX
Reminder Card
3x5 card for wallet or notebook
–
Be Respectful
Be Responsible
Be Safe
Use quiet voices
Complete all
assigned tasks
Keep hands and
feet to self
Raise your hand
and wait to speak
Come to class on
time
During seat work,
keep 2 feet and 4
legs on floor
Listen to
instructions and
directions
Be prepared:
have all materials
Walk at all times
Expectations on handheld
productivity apps
Enter Class Routine
Enter Class Be Responsible
Desired Behavior
Signal
Come to class on time
Bell rings
Turn in Home work
Basket on Teacher Desk
Sit in assigned seat
Seat assignment chart posted
Be Responsible
Activity
Walk to Locker
My
Open Locker
Morning
Hang up Coat
Schedule
Put away Backpack
Walk to classroom
Room 133
Sit in assigned seat
Entering Class Routine Morning Checklist
Be Responsible
Check
Activity

Put away backpack in locker

Make lunch selection
Turn in Homework
Pick reward from menu
Sit in assigned seat
Review class expectations
Be Respectful
What does it look like in class discussion?
Class Discussion s
Raising your hand
Raise Hand
Talk when teacher responds Talk when teacher
responds
Use # 2 voice
Use # 2 voice
Talk once then listen
Talk once then listen
Use Polite Words
Use Polite words
Prompting for all students
Point to Discussion Poster and review BEFORE
class discussion begin
Be Respectful
Class Discussions
Raise Hand
Talk when teacher responds
Use # 2 voice
Talk once then listen
Use Polite Words
Be RespectfulClass Discussion Reminder
Card
What does it look like in
class discussion?
Raise Hand
Point to discussion poster BEFORE class
discussion begins
Use # 2 voice
Talk when teacher responds
Talk once then listen
Student reviews reminder poster as part of
arrival routine to class
Student has individualized reminder card with
visuals or on iPod on his individual schedule that
is prompted and reviewed before class
Use Polite Words
 Computer time
 Free Gym
After Discussion, student rates himself and shares with mentor
Student is reinforced for using reminder card with choice of reinforcement
Be Responsible
What does it look like during seat work time?
Rules posted and taught
Prompting for all students
before seatwork begins
Point to poster and review
Modeled and practiced
Students acknowledged for
performing
Seat Work
1. Stay on task
2. Finish your work
4. Stay in seat until you
have permission to be up
5. Quietly move to next
work
Seat Work
Seat Work
1. Stay on task
2. Finish your work
3. Stay in seat until you
have permission to be up
4. Quietly move to next
work
Reinforcement
Social Consequences
Be specific /
check understanding
Explicitly connect cause and effect
Make sure it is Desirable!
Be Responsible Seatwork
Work done =
Reinforcement
• What we know from…
Reinforcement of desired behaviors increases the frequency of
those behaviors
**Reinforcement**
• What is reinforcement for the student with ASD?
Acknowledgement Systems: Tips
and Tweaks
Classroom-wide acknowledgement systems
• Provide frequent specific praise/feedback
• Students with ASD may need more salient and/or
more frequent feedback (think acquisition)
• Reward social behavior (eye contact,
appropriate peer interactions,
asking/answering questions)
• Pair praise and “tokens” with activities and
items of high interest
Reinforcement
Token Economy Systems
Hands to self
Quiet voice
Flexible and Adaptable
Easily used across
environments
Can be used when
consequences are difficult
to deliver
Complete work
=
Buy Soda
Reinforcement for Seat Work
Contingent Activities
Can be as simple as First, Then
First
Finish Work
Then
Read quietly
* Important to immediately and consistently
provide reinforcer
Tier 1 – Tips in teaching
•
•
•
•
Make it visual (short video clip & review)
Make it literal, model and practice
Teach in the natural environment
Increase the teaching, reminders and practice
opportunities
• Use posters, gestures to prompt visually,
moving toward self-prompting
• Individualize the reinforcement
Tier 2 – Secondary Preventions
• Check In Check Out CICO
• Social Academic Instruction Groups SAIG
• Peer-based Support
Tier 2 Tips and Tweaks
Individualize CICO
• Pre-teach cues and rules
• “Chosen” mentor
• Individualize incentive and reinforcement
use special interests
weekly menu of rewards
add additional CI to increase chancing of
“catching them good”
Individualized Point Card
Fill in more specific behaviors
Individualized Point Card
Robbie
Oct. 14th 20--
Individualized Point Card
More Frequent Check-Ins
“CICO Hair Club for Kids”
•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
Breaks are Better Card
Contingency Maps
Tier 2 Tips and Tweaks
• Social Narratives including Social Stories TM
• Video modeling
• Self-regulation strategies
Tier Supports
•
•
•
•
•
Intensive Positive Behavior Support Team
Conduct FBA
Use Person-Centered Planning
Design Function-Based Supports
Wraparound Interventions
– Connecting Home, School, & Community
Supports
Take Home – Start with
Universal
• Review your current universal Tier I
• Look at how expectations are presented, taught,
prompted and reinforced
• Using information from this presentation,
reinforce your current practices with focus on
how they can be modified or reinforced for
greater success with students with ASD. Engage
Special Educators as part of your team!
• Ask Parents what works for their child!
ESTABLISHING CONTINUUM of SWPBIS
At Your School
~5%
Ensure Culturally Relevant and Inclusive of All
Students through use of Multiple Means of
Representation, Expression, & Engagement
~15%
TIER III: TERTIARY PREVENTION
• Practices:
• Data:
• Systems:
TIER II: SECONDARY PREVENTION
• Practices:
• Data:
• Systems
~80% of Students
TIER I: PRIMARY PREVENTION
• Practices:
• Data:
• Systems:
Added Benefit – You will find that LOTS of
students will benefit, not just those with
disabilities
Gould, 2012
References to Forms Presented
• Self-Assessment of Implementation & Support of Educational
Programs for Autism 2.1
• http://www.pbis.org/common/cms/documents/Forum12/E3_
SelfAssessmentSurvey.pdf
• Presentation & Resources available at:
http://udlpbis.pbworks.com/