10/20/15 ¡ Positive Webinar Series Behavior Strategies TUESDAY Dr. Joe Ryan SEPT 22 Beyond Behavior: Creating a Culture for Data-Driven Behavioral Interventions 10 AM PT The Road to Dr. Daniel Crimmins & TUESDAY School OCT 20 Dr. Michael Gamel-McCormick 10 AM PT Climate Change Positive Behavior Strategies: The Real Road to School Climate Change TUES Dr. Barry Prizant, Emily Rubin & Amy Laurent Dr. Daniel Crimmins NOV 17 Dr. Michael Social Communication + Emotional Regulation: An Environment for School Success 10 AM PT Gamel-McCormick October 20, 2015 #SPEDAHEAD #SPEDAHEAD Today’s Program Disruptive Behavior: #1 Concern Restraint & Seclusion: Background + Policy Brief Dr. Michael Gamel-McCormick Positive Behavior Support Strategies Dr. Daniel Crimmins Questions and Answers Moderated by Clay Whitehead #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD Michael Gamel-McCormick, Daniel Crimmins, PhD PhD Director , Center for Leadership in Disability – University Center for Excellence in Executive Director , Association of University Developmental Disabilities (UCEDD) Centers on Disabilities (AUCD) Director , Georgia Leadership Education in Co-Author , Young Children with Special Needs: Neurodevelopmental Disabilities Program A Developmentally Appropriate Approach and (GaLEND) numerous articles on early intervention Clinical Professor , Professor & Dean, College of Education and GSU School of Public Health Public Policy at the University of Delaware, interim chair of the Department of Human Development and Family Studies #SPEDAHEAD #SPEDAHEAD 1 ¡
10/20/15 ¡ Restraint & Federal Activity: Seclusion & Restraint Seclusion Historical Perspective & Context for PBIS Movement Federal Activity Private Activity 2008: Members of the House of Representatives ask for a report on the use of restraint and seclusion State & Local in public schools. The report was Activity issued in May 2009. 2008 2010 2012 2014 #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD 2009 2011 2013 2015 Federal Activity: Seclusion & Restraint Federal Activity: Seclusion & Restraint George Miller (CA 7 th District), as Chairman of the House Committee on Education and Workforce held hearings in 2009 , the House ED and Workforce 2010: Two Important bills introduced Committee held a hearing featuring Ann Gaydos, Preventing Harmful Restraint and mother of a child who had been repeatedly Seclusion in Schools Act restrained, as well as school personnel and Keeping All Students Safe Act researchers. 2008 2010 2012 2014 2008 2010 2012 2014 #SPEDAHEAD #SPEDAHEAD 2009 2013 2009 2013 2011 2015 2011 2015 Federal Activity: Seclusion & Restraint Private Activity: Seclusion & Restraint 2013: Munich RE, one of the largest insurers of local school May 2012 : U.S. Department districts, cautioned their clients of Education releases resource against the use of restraint and document with 15 principles related to the seclusion use of restraint and seclusion in schools 2008 2010 2012 2014 2008 2010 2012 2014 #SPEDAHEAD #SPEDAHEAD 2009 2011 2013 2009 2011 2013 2015 2015 2 ¡
10/20/15 ¡ State Activity: Seclusion & Restraint Family Relocation: To Avoid Restraint & Seclusion 2014: Report by the Senate Committee on Health, Education, Labor, and Pensions documents Since 2008, 39 states have passed laws to disturbing cases of limit the use of restraint and seclusion in restraint and seclusion schools. 2008 2008 2010 2012 2014 2010 2012 2014 #SPEDAHEAD #SPEDAHEAD 2009 2011 2013 2015 2009 2011 2013 2015 School The Road to School Climate Change Discipline Codes School Discipline Codes Positive Behavior Support Going To Scale #SPEDAHEAD #SPEDAHEAD School Discipline Codes School Discipline Codes Have historically been reactive DISCIPLINE METHOD DISPROPORTIONALITY Specified prohibited behaviors Expulsion Boys 4.5 times more likely than girls Linked consequences to levels Suspension African American students 3 times more likely than white students of behavior Restraint 75% students with disabilities Were often exclusionary Seclusion 58% students with disabilities Restraint and seclusion as forms of At the school level, there has been increased focus on discipline and less behavior control are dangerous for giver focus on positive school climate. and receiver #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD 3 ¡
10/20/15 ¡ What Do We Do Instead? Problems With Reactive Discipline Reactive discipline is repeated with the same students over and over There is no evidence that reactive discipline is effective Long-term solutions require a positive and constructive response by districts #SPEDAHEAD #SPEDAHEAD If It Didn’t Work The First Time … Where Do We Start? Teach new or replacement skills that can be used at the times and places where problem behavior occurs #SPEDAHEAD #SPEDAHEAD Positive Three Tier Prevention Pyramid Behavior Support Tertiary Prevention (1-5%) Specialized Individualized Systems for Students with High-Risk Secondary Prevention (5-15%) Specialized Group Systems for Students with At-Risk Behavior Primary Prevention (80-90%) School/Classroom-Wide Systems for All Students, Staff, & Settings #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD 4 ¡
10/20/15 ¡ Tier 1: Universal Approaches Universal Approaches Schoolwide Rules of the Road #SPEDAHEAD #SPEDAHEAD Tier 1 Data Collection Universal Approaches: CCU ? #SPEDAHEAD #SPEDAHEAD Tier 1 Data Collection Tier 1 Universal Approaches Office Referrals Academic Achievement Smoothing the Road: The Suspension & School Climate Ratings Schoolwide PBIS Model Expulsion Incidents Progress Monitoring Attendance Positive Student Behaviors System supports all students Retention Fidelity Checklist Everyone feels positive effects Enhanced school climate #SPEDAHEAD #SPEDAHEAD 5 ¡
10/20/15 ¡ Tier 2 Secondary Tier 2 Secondary Targeted Approaches Targeted Approaches Students needing extra support Check-in/Check-out – daily meetings at At risk from trauma beginning and end of the day with adult to review and reinforce desired behavior Feeling vulnerable Secondary Prevention Social Skills – instruction of specific skills (5-15%) Specialized Group consistent with behaviors of successful students Systems for Students with At-Risk Behavior #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD Check In/Check Out Cycle Tier 2 Data Collection Student Recommend Office Referrals Academic Achievement for CICO Suspension & School Climate Ratings CICO Coordinator Expulsion CICO Implemented Summarizes Data For Incidents Progress Monitoring Decision Making Attendance Positive Student Morning Behaviors Check-In Bi-Weekly CICO to Regular Retention Fidelity Checklist Parent Assess Student Teacher Feedback Progress Feedback Afternoon Check-Out Exit Revise Program Program #SPEDAHEAD Tier 3 FBA: Functional Individualized Approaches Behavioral Assessment Appropriate For Students Who Do Not Positively Guides the development of a Respond to Tier One & Tier Two behavior intervention plan Outlines some environmental Tertiary Prevention Specialized changes Individualized Includes a teaching plan for Systems for High-Risk Students replacement behaviors #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD 6 ¡
10/20/15 ¡ Tier 3 Tier 3 Individualized Approaches Individualized Approaches For children receiving special education supports, Understand - by observation, interview, hypothesis FBAs and BIPs are a civil right specified in the testing: the components of the FBA Individuals with Disabilities Education Act (IDEA) as Prevent- by identifying ways to minimize behavior a means of assuring access to a “ free and (antecedent manipulations) as the first component of a appropriate public education. ” Behavior Support Plan Replace- by teaching new skills or alternative behaviors as the second component of the BIP #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD What Are The Elements Of An Individualized Positive Behavior Support Plan Components Of A Behavior Intervention • Reflects value and respect for the student Plan Or • Identifies context for behavior Positive • Provides a functional hypothesis for behavior • Identifies preventative strategies Behavior • Identifies function-driven, evidence-based interventions • Incorporates all into an instructional plan Plan? • Team supports and training #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD Implementing Individualized Purposes for Behaviors Positive Behavior Support E scape • There is a “technology” of behavior support that A ttention requires expertise and commitment • Person-centered values are a critical aspect to planning T angible • Understanding function – why the behavior “makes sense” to the student is the critical first step S elf-Stimulate • Replacement skills should be acceptable to the student and referenced to what other students do (i.e., what are the accepted ways to get attention, reduce demands, etc. #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD #SPEDAHEAD 7 ¡
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