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Prevent

Teach

Reinforce

An evidenced-based tier 3 intervention using team-based FBA/BSP process for supporting student behavior.

An overview of

CALIFORNIA PBIS PRESENTS:

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About California PBIS

  • Formed in 2012 as the California PBIS Coalition (CPC)
  • Dedicated to providing a standard of quality practice for PBIS through the work of regional technical assistance centers across the state

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  • CA PBIS benefits and supports to districts and schools:
      • Engagement in a statewide Professional Learning Community and leadership network
      • Support of Regional Technical Assistance Centers focusing on the critical features of PBIS
      • PBIS Training and Technical Assistance including capacity coaching and district/ school training
      • Provision of the CA PBIS Recognition process to support PBIS fidelity

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State Level | County Office | District Level | School Level

1,037 Districts

6.3 million students

in 10,393 Schools

58 Counties

PBIS Core

Leadership Statewide

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Presenters

Luke Anderson,

Placer County Office of Education

Rose Iovannone,

University of

South Florida

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Webinar Objectives

Participants will:

  • Identify common barriers to typical FBA/BSP in school settings
  • List at least 2 reasons PTR can address the barriers
  • Describe the multi-step PTR Process

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TIER 1

School-/Classroom-Wide Interventions:

Intensive Individualized Interventions:

Continuum of Support Using MTSS

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Targeted Group Interventions:

TIER 2

TIER 3

FBA/BIP should live here

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When There is No Tiered System in Place

Special Ed Referral

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What It Often Feels Like to

Be A School-Based

Behavior Support Provider

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Moving from “Hourglass” to Pyramid

Goals:

  • Serve more students

with less intensive interventions earlier (Tiers 1 and 2)!

  • Reserve intensive supports for few 1-5% students

(Tier 3).

  • Build capacity of others to support needs at Tier 3.

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Challenges with Traditional FBA/BIP Approach

FBAs and BIPs require specialized skill set

Teacher implementation of BIPs requires coaching support to be sustained

Technical Adequacy of FBA/BIPs is low

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Common Barriers to Implementing FBA/BIPs with Fidelity

  • Lack of effective collaboration across staff (Coffey & Horner, 2012);
  • Lack of administrative (resource) support (McIntosh et al., 2013);
  • Philosophical differences with approaches to behavior (Andreou et al., 2015; Feuerborn et al., 2016);
  • Lack of staff knowledge, skills, professional development, and technical support with plan implementation (Yeung et al., 2016)
  • Systemic issues

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Typical School Responses �(Bx Spec Developed)

Specialist conducts functional assessment and develops behavior plan. Follow up may or may not occur.

(Benazzi, Horner, & Good, 2006)

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Typical School Responses �(School Team Developed)

School team develops behavior plan as part of IEP or other intervention plan.

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(Benazzi, Horner, & Good, 2006)

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The Solution �(Bx Spec Facilitates Team in BSP Development)

Behavior plans developed by the school team while a behavior specialist facilitated, resulted in:

    • High technical adequacy 
    • High contextual fit

(Benazzi, Horner, & Good, 2006)

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Prevent-Teach- Reinforce (PTR)

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What is PTR?

  • Manualized FBA/BIP process
  • Meets criteria as an Evidence Based Practice (EBP) using ESSA criteria
  • Used as the FBA/BIP process in multiple states and districts across the US and internationally
  • Tier 3 individualized support
  • Aims
    • Simple tools
    • Tech-free language
    • Collaborative approach with consensual team processes
    • Ongoing coaching support for teacher

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What Makes an Intervention Individualized?

Developed to meet the unique needs of ONE specific student

Assessment to intervention approach, not a packaged program

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Critical Features for Individualized Evidence-Based Interventions

PTR has these features:

Collaborative

Comprehensive

Customizable

Coachable

Contextual fit

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Is PTR Evidence-Based?

  • Meta-Analysis in progress (manuscript in preparation)
  • 19 studies
    • 4 Randomized Controlled Trials (RCT), 15 Single Case Designs (SCD)
  • Meta-Analysis conducted on 10 SCD studies conducted in school settings
  • Findings of SCD:
    • 515 children/youth w/ and w/o disabilities
    • Medium to large effect sizes for both concerning and replacement behavior change across all participants
  • Findings of 2 RCTs in school settings:
    • Children/youth receiving PTR improved concerning behaviors, social skills and academic engaged time significantly more than the control group (Iovannone et al., 2009; Dunlap et al., 2018).

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PTR Addresses the Challenges

Challenge

  • Need for specialized skill set
  • Low technical adequacy

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  • Sustainability of teacher BIP implementation

PTR

  • Coach training provided
  • Multiple fidelity levels measured
    • Coach fidelity (process)
    • Teacher fidelity (BIP implementation)
  • Active coaching support for teacher

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Differences in PTR and Traditional FBA/BIPs in School Settings

SAU

  • Often done in IEP meeting or expert driven
  • Student rarely meaningfully involved
  • Quality contingent upon educator doing the process
  • Forms drive the process
  • Less defined teaming processes
  • Rare link between hypothesis and intervention plan
  • Lack of intervention details
  • Rare inclusion of coaching teacher process
  • Rare consideration of fidelity measures
  • Ambiguous plans for progress-monitoring and ongoing data-based decision-making

PTR

  • Collaboration embedded in each step
  • Process for including student in all steps
  • Manualized
  • Process is the driver
  • Collaborative teaming processes described
  • Role of coach is to guide the link
  • Interventions task analyzed
  • Teacher coaching part of process (BST)
  • Fidelity measures part of process
  • Structured data-based decision making

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PTR Process

Step 1-identify, define, and prioritize behaviors

Step 1-Develop and use a daily progress monitoring system

Step 2-Analyze the problem by conducting an FBA on each target problem behavior

Step 2-Develop a hypothesis from synthesized information

Step 3-Select and develop a multi-component intervention plan linked to the hypothesis

Step 3-Coach the teacher to implement the plan and measure fidelity

Step 4-Within 3 weeks, examine the progress monitoring data and fidelity data and make next-step decisions

Student-Centered Team

  • Coach (Knows ABA)
  • Members who know student
  • Member who know school/district

TEAMING

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PTR Facilitators

  • Guide the team through the PTR FBA/BIP process
  • Provides support to the teacher in developing and implementing the intervention plan
  • Provides active support throughout the implementation process by measuring fidelity and engaging in collaborative feedback
  • Assists the teachers in evaluating the plan and student outcomes to make data-based decisions

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Step 1- Teaming & Goal Setting

Facilitator/Coach

  • Facilitate team members in their roles
  • Guides team to identify, define, and prioritize a minimum of one behavior of concern and one replacement behavior
  • Guides the teacher to create the daily progress monitoring tool
  • Facilitates the development of data collection tool (IBRST)
  • Conducts at least one systematic direct observation of the student

Teachers

  • Identify individuals for the team
  • If student will be part of the team, identifies a trusted adult to get information
  • Participate in identifying behaviors of concern and replacement behaviors
  • Participates in developing a feasible daily progress monitoring tool
  • Rates behaviors daily

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PTR Teaming

Extended Team

Core Team

  • Meets less frequently
  • Provide input and support to teacher implementing intervention
  • Make broader data-based decisions (tiered support needs, expanding/generalizing plan
  • Meets frequently with Facilitator
  • Is the focus of the what, where, how
  • Is the recipient of direct active coaching
  • Makes immediate data-based decisions about plan

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Referring Teacher

Student

Referring Teacher

Student

Other teachers/staff

facilitator

Family

Facilitator

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Step 1 Tools

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IBRST

Behavior

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Screaming

9+ x/day

7-8 x/day

5-6 x/day

3-4 x/day

0-2 x/day

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

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3

2

1

5

4

3

2

1

5

4

3

2

1

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3

2

1

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4

3

2

1

Hitting

8+ x/day

6-7 x/day

4-5 x/day

2-3 x/day

0-1 x/day

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2

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Expressing Frustration

40%+ opp.

30-40% opp.

20-30% opp.

10-20% opp.

0-10% opp.

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Transition to Non-preferred

Whimper or squeal

Louder than indoor voice

Outdoor play voice

Louder than outdoor play

Ear penetrating

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01/15

Key:

Screaming-loud, high-pitched noise heard outside classroom. Time/Routine-All day

5 = Challenging day

4 = Typical concerning day

3 = So-so day

2 = Good day

1 = Fantastic day

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Hitting-touching peers or adults with open hand, fist, foot, or object while screaming Time/Routine-All day

5 = Challenging day

4 = Typical concerning day

3 = So-so day

2 = Good day

1 = Fantastic day

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Expressing Frustration-Using communication method to request break or attention. Time/Routine-All day;

5 = Fantastic day

4 = Good day

3 = So-so day

2 = Typical concerning day

1 = Challenging day

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Transition to Non-preferred-Moving to non-preferred activity and engaging in communication at inside voice, volume, pitch. Time/Routine-Transitions

5 = Fantastic day

4 = Good day

3 = So-so day

2 = Typical concerning day

1 = Challenging day

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Excel Version of IBRST

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Step 2- PTR FBA

Coach/Facilitator

  • Reviews IBRST data collected by teacher
  • Collects ABC data via direct observation
  • Determines how best to gather FBA information from team
    • Assigns PTR FBA checklists
    • Decides about conducting interview(s)
  • Synthesizes the information from multiple team members
  • Develops draft hypothesis to present at meeting
  • Determines additional information and clarification necessary for final hypothesis (during meeting)
  • Helps team reach consensus about hypothesis (during meeting)

Teachers

  • Complete PTR assessment checklist
  • Participates in interview if coach determines interview is necessary
  • Takes IBRST data on concerning and replacement behaviors identified in Step 1
  • Participates in meeting with coach to clarify FBA information and reach consensus on hypothesis

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Functional Behavioral Assessment

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Diante’s Team-Goal Setting

BEHAVIORS TO DECREASE

Target Behavior:

  • Disrespectful adult interaction

Operational Definition:

  • calling teachers by their first names to get teachers’ attention, demanding teacher assistance (“Come here!”; “Stop”!); whining “no” or responding in a volume louder than conversation; or touching teacher property without permission.

BEHAVIORS TO INCREASE

Target Behavior:

  • Appropriate adult interactions

Operational Definition:

  • using proper teacher salutations, asking for assistance using please and conversational volume; responding to teacher directives with conversational volume; asking and waiting for permission before touching teacher property.

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Step 3- PTR Behavior Intervention Plan (BIP)

Coach/Facilitator

  • Provides PTR Intervention Menu to team
  • Helps team identify a specific routine/activity for BIP implementation
  • Guides team/teacher to select a minimum of 1 prevent, 1 teach, 1 reinforce and 1 responding to concerning behavior strategies
  • Works with the teacher to develop task analysis of how each strategy would be implemented in a specific routine/activity
  • Schedule a 30-min meeting to train the teacher
    • Uses Behavior Skills Training (BST)
  • Develops an abbreviated PTR Fidelity Assessment for teacher and coach use
  • Works with teacher to decide who else needs trained and preparing student
  • Asks teacher for intervention start date

Teachers

  • Rank orders a minimum of 2-4 Prevention strategies, rank orders additional teach strategies (beyond replacement behavior)
  • Participates in identifying final strategies to be in BIP
  • Participates with coach in task analyzing strategies
  • Participates in BST training of plan
  • Identifies others to be trained and how to best prepare student
  • Discusses with coach on best methods and times for ongoing active coaching support
  • Continues to collect data on target behaviors

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This is NOT PTR

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This is NOT PTR

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This is PTR (Sample Prevention Intervention for Diante)

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P

Polite: Use please & thank you when asking for help/items/activities. Need something? Walk up to the teacher to ask!

A

Appropriate: Use salutations when speaking to adults (e.g., Mrs. Ms.).

N

Nice: Talk to others, both teachers and peers, how you would like to be spoken to. This means using nice words and tone!

D

Do: Acknowledge hearing instruction (e.g., yes Mam/no Mam). Follow directions the first time.

A

Ask: Always ask before touching other’s property, especially teacher property!

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Step 3-Ongoing Active Coaching

Coach/Facilitator

  • Determine with teacher best times to observe
  • Be in communication with the teacher at least one time a week for 3 weeks
  • Decide with teacher the acceptable coaching method
  • Observe implementation of BIP
  • Uses a supportive and reflective approach for debriefing
  • Collaboratively make data-based decisions

Teacher

  • Decide with PTR Facilitator whether teacher will self-assess fidelity
  • Participate in debriefing sessions
  • Make adjustments and decisions based on data
  • Continue to take IBRST data

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PTR Facilitator Is Taught How To Provide Coaching Feedback

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Step 4-Progress Monitoring

Coach/Facilitator

  • Ensure that fidelity of implementation has been measured
  • Collect fidelity self-assessment from teacher (if applicable)
  • Ensure that IRBST data are updated and current
  • Prepares visuals (graphs, charts)
  • Discusses data trends with team
  • Determines next steps based on data

Teacher

  • Participates in progress monitoring meeting
  • Contributes to next-step decisions based on data

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Step 4: Progress Monitoring-Sample IBRST Graph for Hitting

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Diante’s IBRST Ratings

Baseline

PTR Intervention

IBRST Rating

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Case Study

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Case Study

  • General Education
  • Retained second grader
  • Class had 19 students
  • Team included two co-teachers and PTR Facilitator/Coach
    • both with their own second grade classrooms

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Jeff

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Case Study

BEHAVIORS TO DECREASE

Target Behavior:

  • Disruptive behaviors

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  • Negative comments

Operational Definition:

  • Tapping pencil, making loud comments without raising hand, tapping person seated near him, getting out of seat to sharpen pencil without permission.

BEHAVIORS TO INCREASE

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Target Behavior:

  • On-task behavior

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  • Independent work completion

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  • Interact with peers at appropriate times

Operational Definition:

  • Actively participating in group instruction by raising hand to speak and looking at teacher; during independent work, keeping pencil moving on paper in a way that gets task completed, letting neighbors work, raising hand to ask for help

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  • (this is part of on-task behavior-was measured by % of assignments completed)

Jeff’s Behaviors

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Case Study

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Case Study

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Case Study

Jeff’s Hypothesis

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When….

He will

As a result…

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Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing,

Walk around the room, talk to and touch peers, put his head down, tap his pencil, and not initiate writing

He avoids/delays non-preferred tasks

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Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing

Be academically engaged and independently complete tasks within the time assigned

He avoids/delays non-preferred tasks

Inappropriate

Appropriate

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Case Study

Jeff’s BIP linked to Hypotheses

Prevent Strategies

Description

Choice-Making

Using a choice matrix, decide upon the choice that will be offered to Jeff each day with his writing assignment. The following choices will be rotated: (a) Within—writing tool to use (pen/pencil), color notebook paper, color of eraser, topic; (b) Who—peer for writing partner; (c) Where—Robin’s room, round table, desk; (d) When—part now, part later, whole task now

Steps:

  1. Right before giving the writing assignment to Jeff, decide upon the choice to be offered.
  2. Once the choice is determined, present it to Jeff by saying, “What do you want to use for writing today? The pen or the pencil?”
  3. Praise Jeff for making the choice—”Thank you for making a choice.” and honor the choice

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Case Study

Jeff—Intervention Plan Prevent

Prevent Strategies

Description

Environmental Support

Visual Timer: Set a visual timer for the amount of time agreed upon with Jeff to complete the writing assignment.

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Steps:

  1. At the beginning of the writing period and while reviewing Jeff’s self-management writing chart for the day, and before providing Jeff a choice, either call Jeff to the teacher’s desk or go over to Jeff.
  2. Discuss the goal for completing the writing assignment. Say, “I think you can complete the assignment in ___ minutes. What do you think?”
  3. Set the timer by saying, “Jeff, let’s see if you can beat the timer. Today, you have ___ minutes (time from step 1) to complete the writing. Ready, set, go.”

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Case Study

Jeff— Teach Intervention Plan

Teach Strategies

Description

Incompatible Replacement Behavior—Academic Engagement

Jeff will be taught how to remain engaged on a writing assignment. Engagement is defined as: working on a task without disrupting by raising hand to speak, keeping pencil upright, and letting neighbors work

Steps:

  1. Each day, divide Jeff’s writing task into 3 major sections—starter, details, conclusion
  2. Initially, tell Jeff that for each section completed, he earns a “dot” that he should place in the envelope hanging at the side of his desk.
  3. Inform him that he can use the dots later to get out of work and to get special rewards for himself and the rest of the class.
  4. Each day after giving the writing assignment to Jeff, review his self-management checklist/dot total sheet. Review each section of the writing assignment (step 1), his goal (time for completion), and the academic engaged behaviors.
  5. On Monday, a weekly goal should be discussed and set.
  6. Immediately after reviewing Jeff’s goals and expected behaviors, provide him a choice and set the timer.

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Case Study

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Case Study

Jeff—Reinforce Intervention Plan

Reinforce Strategies

Description

Reinforce Pro-academic Replacement Behavior—Academic Engagement

Jeff will be reinforced for academic engagement and meeting his daily goal with allowable/earned escape represented by the dots. Jeff can use his dots to get out of doing work/problems during independent work times.

Steps:

  1. At the end of the writing period or when Jeff completes his writing (whichever event occurs first), review Jeff’s self-management checklist.
  2. For each behavior on the checklist, discuss with Jeff whether he performed the activity. If yes, place a check in the box. If no, place an “x” in the box. For each check, Jeff should be given a dot. When reviewing, say, “Jeff, did you write a starter sentence?”… Did you stay on task? Did you meet your goal?” When giving dots, say “Jeff, how many checks do you have today? How many dots do you earn?”
  3. Jeff uses dots by sticking it over a problem/question he doesn’t want to do and showing the teacher when he uses a dot. He can escape as long as he has dots in his envelope.
  4. If Jeff uses a dot to get out of work, immediately say “You used a dot to get out of ____. You earned it!”
  5. If Jeff meets his weekly goal, he can go to his brother’s kindergarten class and read a book to them.

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Case Study

Jeff—Reinforce Intervention Plan

Reinforce Strategies

Description

Group Contingency (Modified)

If Jeff meets his daily (time) goal for completing his writing assignment within the time agreed upon, the class earns a bonus letter toward the mystery reinforcer of the week. When Jeff earns the class this letter, the class provides attention to Jeff by thanking him and celebrating (clapping hands, saying “Yeah”.

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Steps:

  1. After reviewing Jeff’s self-management sheet, ask him, “Did you meet your goal today?”
  2. If yes, “You did meet your goal. Let’s tell the class they’ve earned a letter for the mystery reinforcer.”
  3. Tell the class, “Jeff met his goal today. We get another letter on the board.”
  4. Prompt the class to thank Jeff (if they haven’t done so spontaneously).
  5. If no, “You worked hard and tried. You’ll do it tomorrow!”

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Case Study

Jeff—Reinforce Intervention Plan

Reinforce Strategies

Description

Discontinue reinforcement of problem behavior

If Jeff gets disruptive (disengaged) during academic tasks, redirect him to his replacement behavior.

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Steps:

  1. At the first sign of Jeff starting to get disengaged, calmly walk over to Jeff and gesture to his self-management chart by pointing to it. Provide no or minimal verbal comments.
  2. If Jeff continues to be disengaged, calmly redirect him to use one of his dots (if he has any) to escape. Say “Jeff, it looks as if you need to use one of your dots to get out of some work.”
  3. If Jeff continues to be disengaged and doesn’t use one of his dots, walk over to his desk, pick out one of his dots out of his envelope, and say “It looks as if you need to use one of your dots to get out of some work. Where should I put the dot?”
  4. Continue to use dots if Jeff continues to be disengaged.
  5. If all of the dots are used, calmly remind Jeff how he will earn dots to get out of work.

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Jeff Coaching/Fidelity Plan

Case Study

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Jeff Data

Case Study

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Building P-T-R Capacity Statewide

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Building PTR Capacity Statewide

PTR Regional Trainer

PTR District Mentor//Trainer

PTR District Mentor/Trainer

PTR Facilitator

PTR Facilitator

PTR Facilitator

PTR Facilitator

Student Level Team

Student Level Team

Student Level Team

Student Level Team

Student Level Team

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PTR Facilitator: Role/Responsibilities

  • Helps to identify and engage student level team members
  • Coordinates and facilitates student level team meetings
  • Facilitates the PTR Assessment process including:
    • Behavioral definition
    • Goals Setting
    • Data collection
    • Hypothesis of behavior function
  • Facilitates the student level team’s development of the PTR Intervention Plan
  • Provides Training and Coaching with the PTR implementers to assist them with learning to implement the PTR Intervention plan with fidelity
  • Helps build team capacity to engage in data collection and based decision making
  • Facilitates team with troubleshooting and or fading plan when indicated

Note: PTR facilitator can be a district level or site level staff depending on the structure and capacity of the district. PTR facilitator should participate in Site intervention team meetings

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PTR Facilitator: Desired Skills

  • Has in depth knowledge of ABA and Evidence Based Practices for Supporting student behavior (e.g. BCBA, Psych, CAPTAIN Cadre)
  • Has demonstrated experience with data display and data based decision making
  • Has demonstrated skills with facilitation or is willing to learn these skills
  • Has demonstrated experience and success with using Reflective Coaching Practices and Behavioral Skills Training (not just consultation) or is willing to learn these skills
  • Able to commit an average of 10 hours to implement a PTR plan and provide active coaching (number of hours to facilitate a PTR plan will vary based on multiple factors including fluency of facilitator with PTR process)

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PTR Facilitator: Standards and Commitments for Certification

  • Participate in 4 day PTR Training with a student focused team (new PTR facilitators only)
  • Participate in monthly PTR mentoring huddles including additional Coaching/Facilitations skills content with a certified PTR Mentor
  • Demonstrates adherence to the PTR protocol (using PTR Process Checklist)
  • Demonstrates quality to coaching and facilitation practices as measured using PTR Facilitator and Coaching Rubric
  • Demonstrates development of 3 high quality PTR plans using the Technical Adequacy Evaluation Tool (TATE) and Tier 3 TFI

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Building PTR Capacity Statewide

PTR Regional Trainer

PTR District Mentor//Trainer

PTR District Mentor/Trainer

PTR Facilitator

PTR Facilitator

PTR Facilitator

PTR Facilitator

Student Level Team

Student Level Team

Student Level Team

Student Level Team

Student Level Team

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PTR Mentor/Trainer: Standards and Commitments for Certification

  • Co-facilitates 4 huddles with a PTR Trainer and facilitates an additional 4 sessions with feedback from PTR trainer
  • Agrees to mentor at least one but up to 6 PTR facilitators per year from their district (depending on FTE committed to PTR)
  • Co-Trains with a certified PTR trainer
  • Meets fidelity to training protocol as measured using the trainer feedback tool developed by PCOE
  • Agrees to train others from their district in PTR

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District PTR Mentor/Trainer: Role/Responsibilities

  • Meets with PTR Facilitator(s) to support their skill development (during monthly group huddles)
  • Assesses PTR facilitators adherence to PTR protocol using PTR Process Checklist and assists facilitator with skill development/improvement using Reflective Coaching Practices and the PTR Facilitator and Coaching Skills Rubric
  • Assesses quality of PTR plans produced by PTR facilitator(s) teams (TATE/TFI)and assists facilitator with skill development/improvement using Reflective Coaching Practices
  • Conducts district training on PTR (4 day for new teams)

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District PTR Mentor/Trainer: Desired Skills

  • Has in depth knowledge of ABA and Evidence Based Practices for Supporting student behavior (BCBA, Psych)
  • Has successfully implemented PTR in PTR Facilitator Role with 3 students/teams
  • Has demonstrated experience in facilitating data collection and based decision making
  • Has demonstrated experience and success with Reflective Coaching/Mentoring as measured using PTR coaching manual and PTR Facilitator and coaching skills rubric and planning form
  • Has demonstrated presentation skills and ability to teach adult learners

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Want to know more about PTR Certification?

Complete this “Interest Form” and we will work on putting you in touch with a regional trainer who can assist you!

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https://forms.gle/mhS87YnGfqpfNp7x8

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info@pbisca.org

pbisca.org

California PBIS

@PBIS_CA