MTSS Case Study

Chloe flock EDSP 464 O1 Prof. Stephanie Lachman April 29, 2024 MTSS Case Study 1.) I have selected to do my final project on Case Study #3. The Case study revolves around Fred, a young boy residing in a suburban area of Oregon. At the tender age of seven, Fred suffered a severe injury when he was struck by a car. This incident resulted in significant physical impairments, including limited use of his right leg and arm, as well as difficulties in speech and learning. Throughout his journey from elementary to middle school, Fred encountered persistent struggles in both academic and behavioral domains. By the time he reached sixth grade, his behavior manifested in disruptive ways, such as whining, stomping his feet, and exiting the classroom when confronted with challenging tasks. Fred's frustration often led him to leave school premises without authorization, and his behavior escalated to the point where he threw a typewriter through a classroom window. Consequently, his principal contemplated the possibility of transferring Fred to a specialized school tailored for students facing severe behavioral challenges. 2.) For Fred's case, a Tier 1 intervention aimed at addressing his behavioral challenges could be a school-wide Positive Behavioral Interventions and Supports (PBIS) program. PBIS is a proactive approach to promoting positive behavior in all students through the implementation of clear expectations, consistent reinforcement of desired behaviors, and teaching of socialemotional skills. Here's how it can be implemented: 1. Universal Screening: Conduct a universal screening to assess the behavioral needs of all students in the school. This could involve collecting data on behavior incidents, surveying staff and students about school climate and behavior, and analyzing disciplinary records. 2. Staff Roles & Responsibilities: - School Leadership Team: Form a PBIS leadership team consisting of administrators, teachers, counselors, and other staff members. This team will oversee the implementation of PBIS. - PBIS Coordinators: Designate one or more staff members as PBIS coordinators responsible for coordinating training, data collection, and communication related to PBIS. - Classroom Teachers: Implement PBIS strategies in their classrooms, teach and reinforce behavioral expectations, and provide positive reinforcement for desired behaviors. - Support Staff: Assist in implementing PBIS strategies and providing additional support to students who require Tier 2 or Tier 3 interventions. 3. Implementation Steps: - Establish Behavioral Expectations: Develop clear, positively stated behavioral expectations that are explicitly taught to all students. These expectations should be posted throughout the school. - Teach and Model Expected Behaviors: Provide explicit instruction on the behavioral expectations and model appropriate behaviors in various settings (classrooms, hallways, cafeteria, etc.). - Reinforcement System: Implement a system of positive reinforcement to acknowledge and reward students for demonstrating the expected behaviors. This could include verbal praise, tokens, privileges, or other incentives. - Data Collection and Progress Monitoring: Use a progress monitoring tool such as a behavior tracking sheet or software to record behavior incidents, track trends over time, and identify areas for improvement. - Regular Review and Evaluation: Conduct regular meetings of the PBIS team to review data, assess the effectiveness of interventions, and adjust as needed. Progress Monitoring Tool: A behavior tracking sheet can be used to record data on Fred's behaviors, including the frequency and severity of disruptive incidents, types of behaviors displayed, and antecedents or triggers. This tool can help track Fred's progress over time and identify patterns or trends in his behavior. By implementing a Tier 1 PBIS intervention, the school can create a positive and supportive environment that benefits all students, including Fred, by teaching and reinforcing appropriate behavior and reducing the occurrence of disruptive incidents. 3.) For Fred's case, a Tier 2 intervention aimed at addressing his behavioral challenges could be a Check-In/Check-Out (CICO) program. CICO is a targeted intervention designed to provide additional support and monitoring for students who require more intensive behavior intervention than what is provided in Tier 1. Here's how it can be implemented: 1. Assessment of Targeted Student Population: Identify students who would benefit from the CICO program based on their behavior data, such as frequency and severity of disruptive incidents, patterns of behavior, and responses to Tier 1 interventions. Fred would be a candidate for this intervention based on his history of frequent misbehavior and difficulty with self-regulation. 2. Staff Roles & Responsibilities: - CICO Coordinator: Designate a staff member, such as a school counselor or behavior specialist, as the CICO coordinator responsible for overseeing the implementation of the program. - CICO Coach/Mentor: Assign a staff member to serve as Fred's CICO coach/mentor who will work closely with him to set goals, monitor progress, and provide support and encouragement. - Classroom Teachers: Collaborate with the CICO coordinator and coach to implement the program in the classroom, provide feedback on Fred's progress, and reinforce the use of strategies taught in CICO. - Fred: Actively participate in the CICO program, including checking in and out daily, setting and monitoring progress toward behavioral goals, and seeking support when needed. 3. Implementation Steps: - Goal Setting: Meet with Fred to establish specific behavioral goals that are realistic and achievable within the CICO framework. These goals should address his specific problem behaviors and focus on promoting positive alternatives. - Daily Check-In/Check-Out: Implement a system where Fred checks in with his CICO coach at the beginning of each school day to review his goals and receives a personalized behavior plan. He checks out at the end of the day to reflect on his progress and receive feedback. - Feedback and Reinforcement: Provide Fred with frequent feedback on his behavior throughout the day, both positive reinforcement for meeting his goals and constructive feedback for areas needing improvement. Utilize a point or token system to track his progress. - Communication: Maintain open communication between Fred, his CICO coach, classroom teachers, and other relevant staff members to ensure consistency and support across settings. - Progress Monitoring and Data Collection: Use a progress monitoring tool such as a daily behavior report card or checklist to track Fred's behavior and progress towards his goals. This tool can help identify trends, areas of improvement, and adjustments needed to the intervention plan. Progress Monitoring Tool: A daily behavior report card can be used to track Fred's behavior throughout the day, including specific target behaviors, their frequency, and any rewards or consequences earned. This tool provides a structured way to monitor Fred's progress and make data-informed decisions about the intervention plan. By implementing a Tier 2 CICO intervention, the school can provide Fred with additional support and structure to help him develop and maintain positive behaviors, ultimately improving his overall functioning and success in the school environment. 4.) For Fred's case, a Tier 3 intervention aimed at addressing his complex behavioral challenges could be Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) development. FBA is a systematic process for identifying the function or purpose of a student's behavior, while BIP is a comprehensive plan that outlines strategies and supports to address the behavior and teach alternative skills. Here's how it can be implemented: 1. Assessment of Individualized Student Population: Conduct a comprehensive FBA for Fred to assess the function of his behavior. This involves gathering information from various sources, including direct observation, interviews with Fred, his teachers, and his family, and review of his behavioral history and records. The FBA will help identify the antecedents, behaviors, and consequences that are maintaining Fred's challenging behaviors. 2. Staff Roles & Responsibilities: - FBA Coordinator: Designate a behavior specialist or school psychologist as the FBA coordinator responsible for leading the assessment process and developing the BIP. - Assessment Team: Form a multidisciplinary team consisting of educators, support staff, and relevant specialists (e.g., speech therapist, occupational therapist) to assist in conducting the FBA and developing the BIP. - Fred's Support Team: Collaborate closely with Fred's parents or guardians to gather information about his behavior outside of school and to ensure consistency between home and school interventions. - Classroom Teachers: Provide input and observations to the FBA team regarding Fred's behavior in the classroom and implement strategies outlined in the BIP. 3. Implementation Steps: - Conduct FBA: Use a variety of assessment tools and strategies, such as direct observation, functional analysis, interviews, and behavior rating scales, to gather data on Fred's behavior and identify patterns, triggers, and functions. - Develop BIP: Based on the findings of the FBA, develop a comprehensive BIP that includes strategies for addressing the function of Fred's behavior, teaching alternative skills, and providing supports and accommodations. The BIP should be individualized to Fred's unique needs and preferences. - Implement BIP: Train Fred's teachers and support staff on the components of the BIP and how to implement the strategies effectively. Monitor fidelity of implementation and provide ongoing support and feedback. - Progress Monitoring and Data Collection: Use a progress monitoring tool such as a behavior tracking chart or ABC (Antecedent-Behavior-Consequence) recording form to track Fred's behavior over time, monitor the effectiveness of the interventions, and adjust as needed. - Review and Revise: Regularly review and revise the BIP based on Fred's progress and changing needs. This may involve reconducting the FBA if necessary and modifying the intervention strategies accordingly. Progress Monitoring Tool: An ABC recording form can be used to document the antecedents, behaviors, and consequences of Fred's challenging behaviors. This tool helps identify patterns and triggers, allowing for more targeted intervention strategies in the BIP. By implementing a Tier 3 FBA and BIP intervention, the school can provide Fred with a personalized and intensive approach to address his complex behavioral challenges, ultimately improving his functioning and success in the school environment. 5.) As an educator, embarking on the intervention process for a student like Fred has been both challenging and enlightening. Throughout this journey, I've encountered successes and obstacles, all of which have contributed to my growth and understanding of effective intervention strategies. One of the key successes in this intervention process was the implementation of Tier 1 strategies, particularly the adoption of a school-wide Positive Behavioral Interventions and Supports (PBIS) program. Establishing clear behavioral expectations and implementing a system of positive reinforcement proved beneficial not only for Fred but for all students in the school. It created a more positive and supportive learning environment, fostering a sense of belonging and empowerment among students. However, despite the implementation of Tier 1 strategies, it became evident that Fred required additional support beyond what was provided universally. This realization led to the implementation of Tier 2 interventions, specifically the Check-In/Check-Out (CICO) program. While this intervention provided Fred with personalized support and monitoring, challenges arose in ensuring consistent implementation across different settings and staff members. Collaboration and communication among team members were crucial in addressing these challenges and maintaining fidelity to the intervention plan. The most intensive phase of the intervention process involved Tier 3 strategies, namely Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) development. Conducting the FBA and developing the BIP required a collaborative effort among a multidisciplinary team, including educators, support staff, specialists, and Fred's family. This process provided valuable insights into the underlying function of Fred's behavior and guided the development of targeted intervention strategies. However, challenges emerged in implementing the BIP effectively and ensuring consistency across all environments. Ongoing training, support, and regular review and revision of the BIP were essential in addressing these challenges. Through this intervention process, I've learned the importance of a comprehensive and collaborative approach to supporting students with complex behavioral needs. Each tier of intervention, from universal strategies to individualized plans, plays a critical role in addressing students' unique needs and promoting their success. Additionally, I've gained a deeper understanding of the importance of data-driven decision-making and ongoing progress monitoring in evaluating the effectiveness of interventions and making necessary adjustments. Reflecting on my own journey through this course, I've recognized the value of continuous learning and professional development in the field of education. Each case study presented unique challenges and opportunities for growth, allowing me to expand my knowledge and skills as an educator. Moving forward, I would emphasize the importance of ongoing communication and collaboration among all stakeholders involved in the intervention process, ensuring a cohesive and coordinated approach to supporting students' academic and behavioral success. In conclusion, the intervention process for a student like Fred has been a journey of discovery, growth, and collaboration. While challenges were encountered along the way, each obstacle presented an opportunity for learning and improvement. By embracing a multi-tiered approach to intervention and prioritizing collaboration and data-driven decision-making, educators can effectively support students with diverse needs and empower them to reach their full potential.