2. TIER 3
Remember…
This step involves other staff and personnel
as needed (parents, teachers, counselors,
social workers, administrators, and/or nurse)
2
3. Components of Tier 3
Problem Solving
• Team initiates process based on the
student’s data
• Team implements BIP based on FBA
• Progress monitoring data is collected to
determine if behavior goal is met
• Team evaluates implementation of Tier
3 supports
4. Who is appropriate for
Tertiary/Tier 3 Interventions?
• Specific chronic social, emotional, and behavioral
challenges needing tertiary supports can be defined
as:
– More than 5 absences in a 30 day period
– 3 or more counseling referrals in a 30 day period
– 6 or more office discipline referrals
– Failure to respond to Tier 2
interventions/supports
• Discuss with your team possible data
decision rules for your school.
5. Suggestions for the Process…
Support and Follow through
Follow progress on identified student
Provide support as needed
Monitor Implementation of Tier 3
Third Meeting (30-60 minutes)
Progress Monitor BIP
Modify BIP as necessary
Second Meeting (60 minutes)
Discuss assessment findings
Design BIP
Implement BIP
Assessment (with staff assistance)
Conduct simple FBA (30 minutes)
Conduct full FBA if needed (90 min.)
Prepare to report findings
Initial Meeting (15 minutes)
Take and review referral
Form Behavior Team
Provide support to BT as needed
PSM Team
PSM Team
Behavior
Team
Behavior
Team
Behavior
Team
6. Possible
Strategies/Interventions
Keep in mind, student should have gone
through secondary/tier 2 interventions
prior to tertiary/tier 3 interventions
are determined.
• Functional Behavior Assessments –
Behavior Intervention Plan
6
8. FB(A) – What is it?
Functional Behavior Assessment
The process of determining the cause
(function) of behaviors that interfere with
learning.
The FBA uses data that could include:
interviews (student, teacher, parent), direct
observations, and a review of student records
to develop a Behavior Intervention Plan (BIP).
9. Who ???
Participates in the FBA/BIP process?
• Any individual with knowledge of and an interest in the student’s
success can participate in the FBA/BIP process.
• This includes, but is not limited to,
Teachers Administration
Counselors
Parents
Student
Psychologist
Community members
Other agency personnel
10. How??
FBA -Planning Meeting
• PSM team will hold a planning
meeting.
• Team members should come
prepared to discuss 3 main
topics:
1. Student Strengths
2. Target behavior
3. Situational events
11. Target Behavior
Must answer 3 fundamental ?s
1. What is the child doing?
2. When/under what conditions is the child demonstrating the
behavior?
3. How often is the child demonstrating this behavior?
(frequency)
(ex. Johnny yells and curses when given an assignment that requires
him to read independently on 2 out of 4 assignments.)
12. Activity…For the following examples,
come up with some questions that may help to
refine the target behavior…
• Trish is so aggressive.
• Stella doesn’t pay attention.
• Chance is always bothering others.
• Maggie’s lab projects are a mess.
• Carlos is so disruptive.
• Timmy is lazy.
13. Teacher concern Target Behavior
Trish is aggressive. Trish hits other students during
recess when she does not get her
Way, 3 out of 5 days.
Carlos is disruptive. Carlos makes irrelevant and
inappropriate comments during
class discussion 75% of the time.
Jan is hyperactive. Jan blurts out answers without
raising her hand during whole group
instruction, 3-5 times during a 60
minute class period.
The Center for Effective Collaboration and Practice, 1998
the behavior -> when/under what conditions -> how often
14. Situational Events
These are immediate and time bound events, such as recent
divorce, new student in class, changes in the family dynamics,
or student relocation to a new school.
In some cases these events can be identified and discussed so that
interventions can be put in place immediately. If effective,
there may be no need to move forward with the FBA/BIP
process.
15. How??
FBA Getting Started
If the team feels that it is necessary
to complete the FBA/BIP process
proceed with the following:
• Initial meeting held to assign roles and
responsibilities in conducting the FBA.
• FBA notification letter
20. How?? - FBAAnalysis
Must identify the following:
Strengths
(ex. works well with peers, has great vocabulary skills, is a
good classroom helper)
Description of any Situational Events
These are immediate and time bound events, such as recent
divorce, new student in class, changes in the family
dynamics, or student relocation to a new school.
21. FBAAnalysis Continued…
Description of Target Behavior
(Must be measurable, observable, and repeatable)
What is the child doing? When/under what conditions
is the child doing it? How often is the child doing it?
(frequency)
(ex. Johnny yells and curses when given an assignment that requires him
to read independently on 2 out of 4 assignments.)
22. FBAAnalysis Continued…
Frequency, Intensity, and Duration
(Frequency – 3x a day, 12 x in a 45 minute period,
Intensity – On a scale of 1 -5 (1 = low, 5 = high)
Duration – Approximately 5 minutes, the entire block)
Previous Interventions
(What has been tried in the past? Seating or schedule
changes, peer buddies, support during transitions)
23. FBAAnalysis Continued…
Setting Events/Precipitating Factors
Slow Triggers – (pervasive antecedents)
such as medication issues, home issues, lack of
social skills, academic issues
Fast Triggers – (immediate triggers)
what preceded the behavior such as
peer interactions, new assignments/tasks,
unstructured activities, noises, lights
25. 1. GAIN or OBTAIN – could tangible, social, sensory, or
attention from adults or peers
2. ESCAPE or AVOID SOMETHING – could be a task,
person, situation, sensory stimulation, social interaction,
attention, etc.
What is the function /cause
of acting out behavior?
26. Completing an FBA provides a
hypothesis…
• When Perry is getting little attention in
a large group in the classroom, he is
likely to shout profanities and throw
things to get peer attention. The less
attention Perry has received during the
day, the more likely this pattern is to
occur.
27. Determining the
function of the behavior
• Watch the video about TRACY,
• Look for the antecedents, triggers,
consequences and specific behavior.
• In your group, determine the function of the
student’s behavior
– 1. GAIN or OBTAIN – could tangible, social,
sensory, or attention from adults or peers
– 2. ESCAPE or AVOID SOMETHING – could be a
task, person, situation, sensory stimulation, social
interaction, attention, etc.
Workbook
pg,. 47
30. Link the BIP to the FBA…
• You have identified the function of the
behavior (gain or avoid)
• Create a behavior plan that will address
the function and teach the replacement
behavior. This will continue to meet the
student’s need to gain or avoid.
32. Behavior Intervention Plan Must
Include:
32
Setting Event
Strategies
Replacement
Behavior
Adult/student
Responsibilities
Reinforcement
Continuum of
Consequences
Data Collection
& System to
Review
33. Can we prevent the behavior from happening?
Setting Event/Precipitating Factors
Setting Event/Precipitating
Factors
• medication issues
• home issues
• lack of social skills
• academic issues
• peer interactions
• new assignments/tasks
• unstructured activities
• transitions
• noises
• lights
Setting Event Strategies
• Communicate about responses to
medications
• Collaborate with support network
for the family
• Provide prompts for social
interactions
• Tutoring or strategies to reduce
academic struggle
• Modify peer group or interactions
• Assignment planner/ steps on the
board
• Teach a routine for the activity
• Use a timer to signal transition
• Remove noise/distraction
• Use different lighting method
Setting Event
Strategies
35. What will we teach?
Replacement Behavior
1. What you want the student to do instead.
2. Generally, the opposite of or incompatible with the
problem behavior.
3. Can be taught.
4. Is specific, objective, and measurable.
Replacement
Behavior
36. What will we teach? Replacement
Behavior
1. Identify the learner (John will…)
2. Identify the target behavior (state what the
student will do)
3. Identify the conditions of the intervention
4. Identify criteria for acceptable performance
Johnny will ask to work with a peer or use the
audio book when given an assignment that
involves independent reading, 80% of the
time.
Replacement
Behavior
37. Is the behavior specific and
Objective (IBSO)?
1. Can you count the number of times the
behavior occurs in a 15 min. period, 1-
hour, or 1 day? Or, can you count the
number of minutes it takes for the
child to perform the behavior? That
is, can you tell someone the behavior
occurred X number of times or X
number of minutes in a day?
• Your answer should be yes…
Replacement
Behavior
38. Is the behavior specific and
Objective (IBSO)?
2. Will a stranger know exactly what to
look for when you tell him the target
behavior you are planning to modify?
That is, can you actually see the child
performing the behavior when it
occurs?
• The answer should be yes… Replacement
Behavior
40. Creating the Measureable GOAL for
Replacement Behavior
Consider the following when writing a goal:
• How often does the student engage in the
behavior now?
• What is a realistic #/% for the student to
attain within the timeline for intervention?
• What is reasonable in comparison to
peers?
• How will data be collected to
measure the goal?
Replacement
Behavior
41. Measurable Goals
Key Factors to
Consider
Baseline data- Realistic- Reasonable- Intervention Data-
How often now? For the
intervention
time?
Compared to
peers?
Measure progress
toward the goal?
Example: Will
stay in seat
during direction
instruction 6 of
10 opportunities
in 6 weeks
Average now=2
out of 10
opportunities
per class
Will increase by
4 within the
next 6 weeks
Peers in the
class stay in
their seat an
average of 8 of
10 opportunities
Can be measured by
a frequency count
Non-example:
Will turn in
100% of
homework
assignments
within 3 weeks.
Average now=
20% of
assignments
Will increase by
80% in 3 weeks
Only 30% of
students in the
class have
submitted 100%
of assignments
Can be measured by
a frequency count
Answer these
questions for
your
measurable
Replacement
Behavior
42. Ideas to keep things lively when teaching
social skills/ replacement behaviors…
• Include games
• Videotape what you are doing
• Ask children to share stories about prosocial
behavior they see
• Celebrate accomplishments
• Connect activities to the children’s goals
– more friends, a better academic performance, a
safer school
(Thornton et al., 2000)
Replacement
Behavior
43. Who is responsible?
Adult & Student Responsibilities
For Instruction
Adult/staff
Responsibilities:
• What skills will be
taught?
• Who will teach the skill?
• Who will collect data?
• How will the teacher be
supported with plan
implementation/ data
collection?
Student Responsibilities:
• How will the student
demonstrate understanding
and generalization of
replacement behavior?
• How will the student self-
monitor?
• How will the student actively
participate in plan
development and
implementation?
Adult/student
Responsibilities
44. What happens when replacement behavior is
demonstrated? Reinforcements/Rewards
Tangible Privilege Sensory Social
•Stickers
•Tokens
•Pencils
•Armbands
•“Bucks”
•Food
•Drink
•Candy
•Homework pass
•Access to media
•Preferred activities
•Teacher helper
•Free time - (make
is structured)
•Brushing
•Listening to music
•Tactile exposure
•Swinging
•Ball pit
•Velcro
•Praise
•Proximity
•Physical
contact
•Written or
verbal feedback
•Seating
Reinforcement
45. Reinforcement/Reward
Considerations
• Should be selected based on the
function of the behavior.
– If the function is attention, what kind of
reinforcement strategy would be most
effective?
– If the function is avoidance, what kind of
reinforcement strategy would be most
effective?
• Review the list on the previous slide
and mark which function you think
might be best addressed by that
reinforcement.
Reinforcement
46. What happens when the replacement behavior is
not demonstrated? Continuum of Consequences
Always begin with least severe.
• Warning
• Does not earn point/token
• Does not earn 2nd point/token & loss of reward/privilege
• Time-out in classroom
• Parent contact
• Time-out outside of classroom (ISS or Choices)
• For those students whose behavior is danger to self and
others include a crisis plan or statement.
Continuum of
Consequences
47. Continuum of Consequences
• What are other consequences used in your schools?
• Please discuss options for consideration at your school.
Continuum of
Consequences
48. How will we know?
Progress Monitoring
• Point sheets
• DBR – Daily Behavior Report
Data
Collection &
System to
Review
52. Factors to Consider Related to the BIP
• Classroom Management
• Instructional Strategies
• Environmental Modifications
• Social Skills Instruction
• Reinforcements the student is getting
• Consequences the student is getting
55. Information provided by Kelly Rogers,
S. Psy.S. Behavior Consultant, Delta-
School Craft ISD.
Behavior Intervention Plan
NOT WORKING: Possible Causes
Short term vs. long term focus (there is no “quick fix”)
Poor FBA
Focus on stopping behavior rather than teaching new behavior
Inconsistency in responding to behavior
Using too much Verbal Input and not enough Visual Input
Lack of DATA based decision making
Not all relevant staff informed
Not defining success
Lack of available reinforcers and consequences
56. BIP or no BIP…
that is the question…
• Review the sample BIP
• Discuss the usefulness of this plan
• What is missing???
58. Team Time
• Discuss and document your plan for
Tertiary levels of support.
• Use the back of the BIP review to
document:
– Behavior team
– FBA/BIP training needed
– Suggestions for strategies
58
60. Example of Problem Solving
• Watch the video for Shane.
• Review the sample FBA and BIP
paperwork for Shane
• Discuss the behavior, forms, process
with your team
61. Team Practice
• Review your team’s Tier 3 student
behavioral data
• Complete a draft FBA and BIP for
student
63. How to evaluate Tier 3
Implementation?
• Evaluates all three levels of
implementation
• Considers Systems, Data, and Practices
• Goal is 80% in each area
• Use this evaluation to continue to
develop and strengthen all three levels
of your problem solving model.
Hard copy of Implementation Inventory
will be posted on the Wiki.
63
64. Resources for Planning
• Review your data from each section
of the Implementation Inventory.
• Develop your Tier 2 and 3 Action
Plan
– Include short and long term goals
– Remember to continue to address
Universal Systems
64
Workbook
Pg. 60-61
65. FBA/BIP Websites:
Center for Effective Collaboration and Practice: www.air-dc.org/cecp/cecp.html
Council for Exceptional Children: www.cec.sped.org
Wrights Law www.wrightslaw.com
Colorado Department of Education: www.cde.state.co.us
Conner’s Rating Scales www.parinc.com/achieve
Devereux Behavior Rating Scales www.devereux.org/scale.htm
Behavior: You can handle them all ww.disciplinehelp.com
School Behavior www.schoolbehavior.com
Positive Behavior Support www.pbis.org
Intervention Central www.interventioncentral.org
66. Texts and Reproducibles
Jenson, W., Rhode, G. & Reavis, K. (1994). The Tough
Kid Tool Box . Sopris West Publishers.
Mahler, D. E. (2005). 204 Fold and Say Social Skills.
Superduper Publishing Company.
Olson, J. (2005). Go-To Guide for Social Skills. Thinking
Publications.
67. References
•Alberto, P.A. & Troutman, A.C. (2006). Applied Behavior Analysis for Teachers. Upper Saddle River,
New Jersey: Pearson Education, Inc.
•Bateman & Bateman (2006). A Principal’s Guide to Special Education.
•The Center for Effective Collaboration and Practice, 1998
•Chandler, L. & Dahlquist, C. (2006). Functional Assessment: Strategies to Prevent and Remediate
Challenging Behavior in School Settings.
•Colorado Department of Education (2001). Functional Behavioral Assessments and Behavior
Intervention Plans: Questions and Answers.
•Holahan, T. & and Hussey, B. Training for Alternative Learning Environments, Instructors Guide.
•Lewis, T. Ph.D. Functional Behavioral Assessments: Moving Beyond Compliance to Create
Comprehensive Positive Behavior Support Plans. University of Missouri - Columbia.
•Rogers, K. & S. Psy. S., Behavior Consultants, Delta-School Craft, ISD. (Information provided for
Behavior Deficits & Excesses and Functions of Behavior handouts)
•Starin, S. Ph.D. Functional Behavioral Assessments: What, Why, When, Where, and Who? Wrightslaw.