WEBVTT 00:00:07.019 --> 00:00:10.599 Welcome to Unlimited Parenting. This is a podcast 00:00:10.599 --> 00:00:13.400 where we discuss what it's like being parents 00:00:13.400 --> 00:00:16.699 of children with disabilities. You are listening 00:00:16.699 --> 00:00:21.640 to part three of demystifying positive behavioral 00:00:21.640 --> 00:00:25.280 interventions and supports. And today we are 00:00:25.280 --> 00:00:29.219 diving into tier three of the PBIS framework. 00:00:29.820 --> 00:00:32.939 So this is when students need the highest level 00:00:32.939 --> 00:00:36.750 of individualized support. Before We dig in. 00:00:36.829 --> 00:00:39.049 Let's take a quick look at where we've been. 00:00:39.429 --> 00:00:42.609 And if you haven't listened to tiers one and 00:00:42.609 --> 00:00:44.890 two yet, I suggest popping over and listening 00:00:44.890 --> 00:00:48.369 to those first. So tier one, if you want to think 00:00:48.369 --> 00:00:52.009 of PBIS as a triangle, tier one is the foundation. 00:00:52.250 --> 00:00:55.990 It's the bottom piece of that triangle. All students 00:00:55.990 --> 00:00:59.350 get tier one support. Schools teach behavioral 00:00:59.350 --> 00:01:03.429 expectations akin to academics. through modeling, 00:01:03.770 --> 00:01:07.609 practice, and positive reinforcement. Think of 00:01:07.609 --> 00:01:11.010 this as school -wide strategies like behavioral 00:01:11.010 --> 00:01:15.969 expectations posted in the hallway, token systems, 00:01:16.329 --> 00:01:20.510 and keeping those consistent routines. So for 00:01:20.510 --> 00:01:24.689 example, your agenda for the day. And tier two 00:01:24.689 --> 00:01:28.170 is for kids who need a little more. Maybe these 00:01:28.170 --> 00:01:31.269 are kids in small groups. receiving targeted 00:01:31.269 --> 00:01:35.049 supports like check -in, check -out, social skills 00:01:35.049 --> 00:01:38.750 groups, self -monitoring tools, or behavioral 00:01:38.750 --> 00:01:43.849 contracts. Tier 2 helps students who are at risk 00:01:43.849 --> 00:01:47.609 but not yet in need of intensive intervention, 00:01:47.950 --> 00:01:51.450 which might lead you to ask, when would the team 00:01:51.450 --> 00:01:55.530 consider moving them from Tier 2 to Tier 3? What 00:01:55.530 --> 00:02:00.319 is the catalyst? for that escalation up the triangle. 00:02:00.659 --> 00:02:03.959 That is of course going to be very individualized. 00:02:04.099 --> 00:02:06.620 It may look like reviewing two very specific 00:02:06.620 --> 00:02:11.099 sets of criteria. So is the student not responsive 00:02:11.099 --> 00:02:15.319 to tier two goals? At that point, it may be time 00:02:15.319 --> 00:02:19.360 to escalate to tier three and after a review 00:02:19.360 --> 00:02:24.120 of office discipline referral data. So when we 00:02:24.120 --> 00:02:28.310 get to tier three, we're really looking at student 00:02:28.310 --> 00:02:32.009 behavior in frequency and intensity and self 00:02:32.009 --> 00:02:35.669 -harm to themselves and others. So let's talk 00:02:35.669 --> 00:02:39.550 more about top tier, tier three. When the students 00:02:39.550 --> 00:02:43.710 need support that's completely customized to 00:02:43.710 --> 00:02:47.129 their needs. Like I mentioned previously, after 00:02:47.129 --> 00:02:50.490 tier two, a more complex reinforcement system 00:02:50.490 --> 00:02:54.009 is frequently needed to support this individual 00:02:54.009 --> 00:02:57.129 student. and reduce that frequency intensity 00:02:57.129 --> 00:03:01.409 of problem behavior. So remember, like the triangle, 00:03:01.889 --> 00:03:05.650 Tier 3 is up at the top. It is the smallest piece 00:03:05.650 --> 00:03:08.050 of that triangle. So therefore, the smallest 00:03:08.050 --> 00:03:11.669 number of students are being supported there. 00:03:11.830 --> 00:03:15.349 And that roughly translates to between 1 % and 00:03:15.349 --> 00:03:20.229 5 % of students. So out of a school, about 1 00:03:20.229 --> 00:03:22.729 % to 5 % of students haven't responded to Tier 00:03:22.729 --> 00:03:26.750 1 or Tier 2 strategies. and they get escalated 00:03:26.750 --> 00:03:30.009 up to Tier 3. So what might students existing 00:03:30.009 --> 00:03:33.789 within Tier 3, what might they struggle with? 00:03:34.090 --> 00:03:36.430 So those are students who are struggling with 00:03:36.430 --> 00:03:40.650 persistent or intense behavior challenges, intense 00:03:40.650 --> 00:03:44.550 emotional regulation difficulties, potentially 00:03:44.550 --> 00:03:48.669 trauma or mental health conditions, multiple 00:03:48.669 --> 00:03:52.319 suspensions or discipline referrals. Oftentimes 00:03:52.319 --> 00:03:56.000 at Tier 3, and I would say most always at Tier 00:03:56.000 --> 00:04:01.020 3, these students have existing IEPs or 504 plans, 00:04:01.280 --> 00:04:05.000 behavioral intervention plans that include active 00:04:05.000 --> 00:04:10.319 and monitored behavioral goals. Tier 3 is individualized. 00:04:10.400 --> 00:04:12.939 It's based on deep assessments of the student's 00:04:12.939 --> 00:04:15.900 needs. It's collaborative. School teams work 00:04:15.900 --> 00:04:18.779 with families and potentially other mental health 00:04:18.779 --> 00:04:22.819 professionals. to build this plan. It's incredibly 00:04:22.819 --> 00:04:27.000 dynamic. Strategies are adjusted regularly based 00:04:27.000 --> 00:04:30.680 off of the student's progress. And it's supportive. 00:04:30.879 --> 00:04:33.939 It's aimed at skill building, not punishment. 00:04:34.639 --> 00:04:37.560 Evidence -based interventions are utilized to 00:04:37.560 --> 00:04:40.879 teach skills, provide support necessary for students 00:04:40.879 --> 00:04:44.220 to access their core instruction, and participate 00:04:44.220 --> 00:04:46.639 with grade -level peers. You'll notice that as 00:04:46.639 --> 00:04:49.019 a theme throughout all of our podcasts is just 00:04:49.019 --> 00:04:52.149 how Students with disabilities were always general 00:04:52.149 --> 00:04:55.730 education students first, and the goal is always 00:04:55.730 --> 00:04:58.449 to put them in their least restrictive environment 00:04:58.449 --> 00:05:01.110 with the most time with their general education 00:05:01.110 --> 00:05:03.829 peers as applicable to them on an individual 00:05:03.829 --> 00:05:09.490 basis. PBIS is no different from that. The goal 00:05:09.490 --> 00:05:12.389 is always to have the student access core instruction 00:05:12.389 --> 00:05:16.250 and participate with grade -level peers as much 00:05:16.250 --> 00:05:19.029 as applicable for their situation. Now let's 00:05:19.029 --> 00:05:22.149 move on to some of the most common Tier 3 strategies 00:05:22.149 --> 00:05:26.389 that you might find in schools. Remember, strategies 00:05:26.389 --> 00:05:29.050 are always going to work best when the student 00:05:29.050 --> 00:05:34.829 has a hand in crafting them. As a teen, as a 00:05:34.829 --> 00:05:37.509 parent, consider letting the student, the youth, 00:05:37.709 --> 00:05:42.649 lead that meeting. Lead the brainstorming on 00:05:42.649 --> 00:05:46.209 what potential reinforcers may be, when and where 00:05:46.209 --> 00:05:50.209 appropriate. ask for their feedback frequently. 00:05:50.550 --> 00:05:54.290 Studies have shown that youth who are more involved 00:05:54.290 --> 00:05:57.269 in generating their plans have higher outcomes 00:05:57.269 --> 00:06:00.769 and greater success. The number one most common 00:06:00.769 --> 00:06:03.990 tier three strategy would be a functional behavioral 00:06:03.990 --> 00:06:06.810 assessment, often referred to by its acronym 00:06:06.810 --> 00:06:12.250 FBA, or and a behavioral intervention plan referred 00:06:12.250 --> 00:06:16.259 to its acronym of BIP or BIP. The purpose of 00:06:16.259 --> 00:06:20.160 these is to identify the why behind behaviors 00:06:20.160 --> 00:06:23.339 that are occurring and then what skills to teach 00:06:23.339 --> 00:06:28.160 instead. So that might also be phrased as finding 00:06:28.160 --> 00:06:31.060 that if all communication is behavior, what is 00:06:31.060 --> 00:06:33.920 the ABCs, the antecedent, the behavior, the consequence, 00:06:34.100 --> 00:06:37.920 what is causing this behavior? And then what 00:06:37.920 --> 00:06:40.399 are the replacement skills that we can teach 00:06:40.399 --> 00:06:44.600 that the student can access just as quickly as 00:06:44.600 --> 00:06:46.399 they would access the skill that we're trying 00:06:46.399 --> 00:06:50.740 to modify? And that becomes very key. You cannot 00:06:50.740 --> 00:06:53.720 expect a student to do a replacement behavior 00:06:53.720 --> 00:06:56.980 that's one or two, three steps more than the 00:06:56.980 --> 00:06:59.259 behavior that you want to replace. Because when 00:06:59.259 --> 00:07:03.740 a student is activated and they are outside of 00:07:03.740 --> 00:07:06.660 their bodies, with their maladaptive behaviors, 00:07:07.000 --> 00:07:11.259 they are not able cognitively, in some cases, 00:07:11.339 --> 00:07:14.759 to access those three extra steps. So the replacement 00:07:14.759 --> 00:07:17.319 behavior needs to be just as accessible as the 00:07:17.319 --> 00:07:20.160 behavior that you want to replace. The structure 00:07:20.160 --> 00:07:23.420 of an FBA would be that staff gathered data through 00:07:23.420 --> 00:07:27.220 observation, interviews, and tracking. So I'll 00:07:27.220 --> 00:07:29.540 share a little story about an FBA that was conducted 00:07:29.540 --> 00:07:34.250 on my own son. So an FBA really delves into one 00:07:34.250 --> 00:07:37.490 behavior in specific. And I won't bore you with 00:07:37.490 --> 00:07:40.209 the whole seven, eight step process, but essentially 00:07:40.209 --> 00:07:42.930 what it looked like with my son was they were 00:07:42.930 --> 00:07:46.810 trying to figure out why he wouldn't play on 00:07:46.810 --> 00:07:50.050 the playground with his peers anymore. And the 00:07:50.050 --> 00:07:52.529 staff that kind of followed him around at recess, 00:07:52.589 --> 00:07:56.170 at play, to try and figure out what was the antecedent 00:07:56.170 --> 00:07:59.300 behind this behavior. After we had noticed that 00:07:59.300 --> 00:08:01.819 Silas was not playing on the playground with 00:08:01.819 --> 00:08:04.339 peers, which is an activity that he frequently 00:08:04.339 --> 00:08:09.560 engaged in prior. And there was about three days 00:08:09.560 --> 00:08:12.000 where he would not go anywhere near the playground. 00:08:12.180 --> 00:08:14.660 And I and the team and I discussed and requested 00:08:14.660 --> 00:08:17.920 that a functional behavioral assessment be conducted 00:08:17.920 --> 00:08:22.579 because he was having these completely out of 00:08:22.579 --> 00:08:25.600 the ordinary behaviors for him. And he just wouldn't 00:08:25.600 --> 00:08:29.470 go near the playground. And so upon following 00:08:29.470 --> 00:08:33.809 him and kind of assessing the behavior, the staff 00:08:33.809 --> 00:08:38.809 realized that there was a beehive, a hornet's 00:08:38.809 --> 00:08:43.669 nest near the playground. And Silas, my son, 00:08:43.789 --> 00:08:47.169 just wasn't able to communicate what his fear 00:08:47.169 --> 00:08:51.149 was. So he was using behavior to communicate 00:08:51.149 --> 00:08:55.340 that. He wasn't able to access. those executive 00:08:55.340 --> 00:08:57.960 functioning skills to be able to plan or communicate 00:08:57.960 --> 00:09:01.399 or organize. He couldn't access any of that, 00:09:01.480 --> 00:09:04.100 so he was just communicating purely through behavior. 00:09:04.539 --> 00:09:08.340 But through the process of an FBA, we were able 00:09:08.340 --> 00:09:12.080 to ascertain what was the antecedent, and then 00:09:12.080 --> 00:09:14.220 the consequence was he wouldn't play on the playground. 00:09:15.200 --> 00:09:18.220 So if we manipulate the antecedent, if we take 00:09:18.220 --> 00:09:21.500 away the hornet's nest, You'll notice that through 00:09:21.500 --> 00:09:23.759 that manipulation, and manipulation not in its 00:09:23.759 --> 00:09:26.340 derogatory term, but through the changing of 00:09:26.340 --> 00:09:29.440 the antecedent, right, that was able to change 00:09:29.440 --> 00:09:33.320 his behavior. So just keep that in mind. That's 00:09:33.320 --> 00:09:36.220 an example of what an FBA could potentially look 00:09:36.220 --> 00:09:38.639 like. And for a behavioral intervention plan, 00:09:38.860 --> 00:09:42.039 that is created with the information that is 00:09:42.039 --> 00:09:44.580 gathered through a functional behavioral assessment. 00:09:44.779 --> 00:09:47.200 It can be created through other ways, too. But 00:09:47.200 --> 00:09:49.220 in this specific instance, it's being created 00:09:49.220 --> 00:09:51.000 through the information gathered in that functional 00:09:51.000 --> 00:09:55.019 behavioral assessment. It includes strategies 00:09:55.019 --> 00:09:57.820 to prevent challenging behaviors, how to teach 00:09:57.820 --> 00:10:01.080 new skills, how to respond consistently. And 00:10:01.080 --> 00:10:03.320 if you go to, and this will be linked in the 00:10:03.320 --> 00:10:06.759 description box, if you go to SESTA, our state's 00:10:06.759 --> 00:10:09.299 technical assistance center for education, special 00:10:09.299 --> 00:10:14.610 education, you will find. that they have plethora, 00:10:14.710 --> 00:10:19.029 a myriad of resources on behavioral intervention 00:10:19.029 --> 00:10:21.629 plans, on functional behavioral assessments, 00:10:21.990 --> 00:10:25.909 on the competing behavior pathway. If it's related 00:10:25.909 --> 00:10:28.490 to behavior, you name it, they've got it. And 00:10:28.490 --> 00:10:30.590 they would be a wealth of resources you can see. 00:10:31.049 --> 00:10:34.330 Examples of what an unfilled out behavioral intervention 00:10:34.330 --> 00:10:36.789 plan could look like, what the process is for 00:10:36.789 --> 00:10:40.389 conducting an FBA, may also have a parent resource 00:10:40.389 --> 00:10:43.649 section where you can find resources that are 00:10:43.649 --> 00:10:46.649 very well explained and easy to digest information. 00:10:48.110 --> 00:10:50.409 Oftentimes, if you are the parent of a child 00:10:50.409 --> 00:10:53.269 who is needing an FBA, who is needing a behavioral 00:10:53.269 --> 00:10:56.309 intervention plan, you may not be in a place 00:10:56.309 --> 00:11:00.159 where reading heavily academic or heavily jargon 00:11:00.159 --> 00:11:04.440 or lots of abbreviations and acronyms. That may 00:11:04.440 --> 00:11:06.419 not be a space that you find yourself in where 00:11:06.419 --> 00:11:08.539 you can comprehend that information and SESTA 00:11:08.539 --> 00:11:11.720 has done a fantastic job of taking these resources 00:11:11.720 --> 00:11:15.600 and making that content parent friendly. Because 00:11:15.600 --> 00:11:17.779 when you're in a crisis kind of situation like 00:11:17.779 --> 00:11:20.360 that with your child, you're just also not really 00:11:20.360 --> 00:11:23.480 able to access those parts of your brain. How 00:11:23.480 --> 00:11:26.389 could you generalize this for at home? So just 00:11:26.389 --> 00:11:28.250 like we did with tier one and tier two strategies, 00:11:28.450 --> 00:11:30.350 we'll talk a little bit about what you could 00:11:30.350 --> 00:11:33.110 do at home for those home to school connections. 00:11:34.070 --> 00:11:38.409 So for this track patterns, ask what happened 00:11:38.409 --> 00:11:42.549 before the behavior and ask what happened after. 00:11:43.789 --> 00:11:47.470 This can help you and the school team align strategies. 00:11:48.460 --> 00:11:50.899 And again, you'll remember this from the ABCs 00:11:50.899 --> 00:11:53.379 of behavior, the antecedent, the behavior, and 00:11:53.379 --> 00:11:55.460 the consequence. This is another way to engage 00:11:55.460 --> 00:11:59.100 your child, if appropriate, and say, hey, what 00:11:59.100 --> 00:12:02.919 happened right before that? And in this case, 00:12:02.980 --> 00:12:06.460 it may even be more beneficial because the student, 00:12:06.639 --> 00:12:08.879 the child, has been removed from the situation. 00:12:08.919 --> 00:12:12.700 The emotions are de -escalated. They may be able 00:12:12.700 --> 00:12:14.419 to provide you more feedback than they were. 00:12:15.370 --> 00:12:18.009 in the moment with the staff when they were living 00:12:18.009 --> 00:12:21.029 that situation. Another common tier three strategy 00:12:21.029 --> 00:12:24.190 would be wraparound services. Purpose of this 00:12:24.190 --> 00:12:26.830 is to create a holistic support system that spans 00:12:26.830 --> 00:12:30.429 school, home, and community. This could include 00:12:30.429 --> 00:12:33.230 meetings with school staff, mental health providers, 00:12:33.549 --> 00:12:36.129 mental health providers if they are in the community, 00:12:36.370 --> 00:12:38.450 mental health providers if they are at school, 00:12:38.629 --> 00:12:43.220 and family members. shared plans and consistent 00:12:43.220 --> 00:12:46.460 goals across multiple settings, and just to ensure 00:12:46.460 --> 00:12:50.379 or provide resources like counseling, respite 00:12:50.379 --> 00:12:53.919 care, family training. And how this generalizes 00:12:53.919 --> 00:12:57.580 to home, don't hesitate to ask for support for 00:12:57.580 --> 00:13:01.220 services if your child's needs go beyond school. 00:13:01.600 --> 00:13:04.899 You are an equal member of this team with your 00:13:04.899 --> 00:13:08.440 child. Is your child being supported by the YES 00:13:08.440 --> 00:13:12.129 program or the YES system of care? Is that provider 00:13:12.129 --> 00:13:15.730 in those meetings? Are you child and family teaming 00:13:15.730 --> 00:13:17.950 in the community and bringing those individuals 00:13:17.950 --> 00:13:20.710 also into the school for these wraparound meetings? 00:13:21.909 --> 00:13:24.149 If you don't know what the YES system of care 00:13:24.149 --> 00:13:26.649 is or if you don't know what the Youth Empowerment 00:13:26.649 --> 00:13:29.289 Services program is and you'd like to learn more 00:13:29.289 --> 00:13:31.629 about it, you're welcome to reach out to us here 00:13:31.629 --> 00:13:34.830 at iPoll and we'd love to speak about it. Number 00:13:34.830 --> 00:13:39.750 three, one -on -one support. professional or 00:13:39.750 --> 00:13:43.350 behavioral aid, however this looks. The purpose 00:13:43.350 --> 00:13:47.330 of this is to provide real -time support. So 00:13:47.330 --> 00:13:49.169 you might have noticed that that functional behavioral 00:13:49.169 --> 00:13:52.690 assessment seemed to happen later, after the 00:13:52.690 --> 00:13:56.129 incident was occurring for a few days. A one 00:13:56.129 --> 00:13:58.870 -to -one support is going to be there in the 00:13:58.870 --> 00:14:01.769 moment to provide coaching and redirection during 00:14:01.769 --> 00:14:05.309 school activities. So some examples of the support 00:14:05.309 --> 00:14:08.750 they may provide is anticipate and prevent problem 00:14:08.750 --> 00:14:13.370 behaviors. Prompting appropriate behaviors. Using 00:14:13.370 --> 00:14:17.490 their proximity to the student to control and 00:14:17.490 --> 00:14:21.330 provide nonverbal cues. Debrief after incidents 00:14:21.330 --> 00:14:25.250 to reflect and reinforce those coping skills. 00:14:25.610 --> 00:14:27.389 You know, hey, how could you have handled that 00:14:27.389 --> 00:14:30.600 differently? You know, I know that we normally, 00:14:30.779 --> 00:14:32.620 that that was really hard for you. It was really 00:14:32.620 --> 00:14:34.820 hard for you to transition from art back into 00:14:34.820 --> 00:14:37.320 the classroom. What are some of the skills that 00:14:37.320 --> 00:14:38.879 we've learned that you could try next time to 00:14:38.879 --> 00:14:41.200 help you make that move from the classrooms? 00:14:41.759 --> 00:14:44.460 A tip for the home would be to ask the school 00:14:44.460 --> 00:14:48.259 team what strategies their aid at school uses. 00:14:48.399 --> 00:14:51.139 Is it visual prompts? Is it check -ins? Is it 00:14:51.139 --> 00:14:54.519 movement breaks? Is it using proximity? And then 00:14:54.519 --> 00:14:58.139 try using them at home. Number four. intensive 00:14:58.139 --> 00:15:01.679 counseling or social emotional support. The purpose 00:15:01.679 --> 00:15:04.379 of this is to build emotional regulation and 00:15:04.379 --> 00:15:07.700 social skills. This could include daily or weekly 00:15:07.700 --> 00:15:11.000 sessions with a counselor or a therapist, tools 00:15:11.000 --> 00:15:14.519 like breathing exercises, calming spaces, or 00:15:14.519 --> 00:15:17.399 just the development of more emotional vocabulary, 00:15:17.720 --> 00:15:20.960 more language to express. Or it could look like 00:15:20.960 --> 00:15:24.059 explicit teaching of skills like conflict resolution, 00:15:24.480 --> 00:15:28.240 emotional regulation. requesting or manding or 00:15:28.240 --> 00:15:33.100 tacting for breaks, and self -monitoring. And 00:15:33.100 --> 00:15:35.519 this could happen multiple ways. Again, this 00:15:35.519 --> 00:15:37.700 is very individualized. This could be throughout 00:15:37.700 --> 00:15:42.200 the day in natural context or scheduled coaching 00:15:42.200 --> 00:15:46.700 sessions. For a home tip, consider using visuals 00:15:46.700 --> 00:15:50.399 like a feeling thermometer or apps like the Zones 00:15:50.399 --> 00:15:54.220 of Regulation to help your child label and cope 00:15:54.220 --> 00:15:58.220 with emotions. This is not a plug or an ad. I'm 00:15:58.220 --> 00:16:01.240 not being sponsored. But the other day I was 00:16:01.240 --> 00:16:04.240 on Etsy and I saw a pillow that was intended 00:16:04.240 --> 00:16:07.500 for, I assume, a counselor's office or a therapist's 00:16:07.500 --> 00:16:11.299 office. And it was a huge feelings wheel. And 00:16:11.299 --> 00:16:13.539 you would start in the center and say, oh, I'm 00:16:13.539 --> 00:16:16.879 mad. And then from the word mad, it would branch 00:16:16.879 --> 00:16:19.120 out into four different options like frustrated, 00:16:19.379 --> 00:16:22.419 irritated. And then you'd choose whichever one 00:16:22.419 --> 00:16:24.799 you align with. And then it just keeps going. 00:16:25.419 --> 00:16:27.720 so that you can get more and more detailed in 00:16:27.720 --> 00:16:32.179 describing what you're mad really is. Number 00:16:32.179 --> 00:16:36.059 five, last but not least, daily behavior reports 00:16:36.059 --> 00:16:39.399 or journals. These strengthen the homeschool 00:16:39.399 --> 00:16:42.980 connection and assist in providing regular feedback 00:16:42.980 --> 00:16:45.460 so everyone's on the same page. Everyone knows 00:16:45.460 --> 00:16:48.059 what happened at school. Everyone knows what 00:16:48.059 --> 00:16:51.220 happened at home. No one's left wondering, oh 00:16:51.220 --> 00:16:53.779 man, little Johnny looks like he didn't get enough 00:16:53.779 --> 00:16:56.000 sleep last night. You're already going to know 00:16:56.000 --> 00:16:57.340 that because you're going to have read the report 00:16:57.340 --> 00:17:00.200 that said Johnny had a really rough night. He's 00:17:00.200 --> 00:17:02.259 feeling kind of hungry, didn't get a lot of sleep. 00:17:02.740 --> 00:17:06.240 So that they can anticipate and not place those 00:17:06.240 --> 00:17:09.079 demands first thing in the morning. Kind of let 00:17:09.079 --> 00:17:11.480 him ease in and warm up, give him that grace 00:17:11.480 --> 00:17:15.759 that allows him to be his best self or her. What 00:17:15.759 --> 00:17:18.220 does the parents role look like in tier three? 00:17:19.440 --> 00:17:21.480 I want to remind you again, I know I've said 00:17:21.480 --> 00:17:23.539 it before, but you're not just the parent, you're 00:17:23.539 --> 00:17:26.619 the partner. You're a leader in your child's 00:17:26.619 --> 00:17:29.299 success. And here are some tips to make Tier 00:17:29.299 --> 00:17:33.480 3 work for you, the IEP team, the 504 team, the 00:17:33.480 --> 00:17:36.160 wraparound team, and your child. Number one, 00:17:36.200 --> 00:17:39.259 be at the table. Presence is important. Attend 00:17:39.259 --> 00:17:41.960 the FBA, the Functional Behavioral Assessment, 00:17:42.299 --> 00:17:44.539 the BIP, the Behavioral Intervention Plan, the 00:17:44.539 --> 00:17:47.500 IEP, the Individualized Education Plan. Attend 00:17:47.500 --> 00:17:51.549 those meetings. 504s. Share what works at home. 00:17:51.789 --> 00:17:55.349 Ask what's working at school. Ask for updates 00:17:55.349 --> 00:17:59.829 and what's changed. Ask for training. It's okay. 00:18:00.049 --> 00:18:03.869 It's encouraged to ask for coaching and how to 00:18:03.869 --> 00:18:08.009 use behavior tools. Stay connected. Use that 00:18:08.009 --> 00:18:11.910 communication notebook and email. Use ClassDojo, 00:18:12.109 --> 00:18:16.069 ParentSquare, anything like that. Ask for updates. 00:18:16.150 --> 00:18:18.089 Send updates throughout the day. Send an update 00:18:18.089 --> 00:18:21.950 in the morning. And lastly, advocate. If something 00:18:21.950 --> 00:18:26.450 isn't working, speak up. This is a team effort. 00:18:26.750 --> 00:18:30.410 What about generalizing Tier 3 supports to home 00:18:30.410 --> 00:18:34.170 and community? Tier 3 will only work if students 00:18:34.170 --> 00:18:37.250 can use these new skills beyond the classroom. 00:18:37.829 --> 00:18:40.049 Here's how to help your child carry these supports 00:18:40.049 --> 00:18:42.569 into everyday life. Implement visual schedules. 00:18:43.390 --> 00:18:46.049 Just like at school, a morning or evening routine 00:18:46.049 --> 00:18:48.869 with pictures or checklists can reduce anxiety 00:18:48.869 --> 00:18:54.150 and improve independence. I love and stand by 00:18:54.150 --> 00:18:57.470 a good checklist. They help me feel more grounded 00:18:57.470 --> 00:18:59.410 so I can only imagine what that could feel like 00:18:59.410 --> 00:19:01.730 for a child too. Continue to reinforce replacement 00:19:01.730 --> 00:19:05.849 behaviors. If the school is helping to teach 00:19:05.849 --> 00:19:09.130 your child to ask for a break, using a specific 00:19:09.130 --> 00:19:13.859 way, maybe using a card or... flipping a token 00:19:13.859 --> 00:19:17.519 over or whatever the case may be. Practice that 00:19:17.519 --> 00:19:21.980 at home too. Create a calm down corner. Include 00:19:21.980 --> 00:19:24.440 familiar tools like a fidget, a weighted blanket, 00:19:24.740 --> 00:19:27.200 emotional charts, or that emotional pillow from 00:19:27.200 --> 00:19:30.660 Etsy. Again, not sponsored. Finally, use a daily 00:19:30.660 --> 00:19:33.859 rating sheet. Let your child reflect with you 00:19:33.859 --> 00:19:39.349 on their day. What worked? What was hard? A little 00:19:39.349 --> 00:19:42.670 pro tip, encourage your child to select how they 00:19:42.670 --> 00:19:46.250 felt and then you select what you thought and 00:19:46.250 --> 00:19:49.170 then provide reflections. Remember, letting the 00:19:49.170 --> 00:19:52.589 child advocate for themselves first promotes 00:19:52.589 --> 00:19:57.089 that sense of resilience and allows us to access 00:19:57.089 --> 00:19:59.829 those greater outcomes. What about in the community? 00:20:00.829 --> 00:20:04.529 Prep your child ahead of time. Lean into social 00:20:04.529 --> 00:20:07.869 stories or role play before going to new places. 00:20:08.559 --> 00:20:11.339 or even established places that maybe don't work 00:20:11.339 --> 00:20:15.079 out so well. For example, what about the dentist? 00:20:15.519 --> 00:20:17.900 Do you have a social story for going to the dentist 00:20:17.900 --> 00:20:20.319 or maybe some specific sensory tools that you 00:20:20.319 --> 00:20:22.960 can lean heavily into for the dentist? Is there 00:20:22.960 --> 00:20:26.000 any kind of reward for the post -dental day? 00:20:26.259 --> 00:20:29.440 Lean into first -then language. That could look 00:20:29.440 --> 00:20:32.799 like, first we go to the store, then you have 00:20:32.799 --> 00:20:37.390 iPad time. Or you could do yes -then. Yes, we're 00:20:37.390 --> 00:20:40.069 going to the store. Then you get to have iPad 00:20:40.069 --> 00:20:46.910 time. Identify safe exits or helpers. If you're 00:20:46.910 --> 00:20:49.930 in public, let your child know where they can 00:20:49.930 --> 00:20:52.950 go or who they can ask for help in public places 00:20:52.950 --> 00:20:57.849 if appropriate and if they are able to. So for 00:20:57.849 --> 00:21:00.069 example, I tell my children, if you're out in 00:21:00.069 --> 00:21:03.170 public and for whatever reason we get separated, 00:21:03.549 --> 00:21:06.460 knock on wood. I always tell them to look for 00:21:06.460 --> 00:21:09.119 a mom with kids. So that could be something that 00:21:09.119 --> 00:21:12.500 you could lean into. And always partner with 00:21:12.500 --> 00:21:15.299 after school providers, coaches, daycare staff. 00:21:16.180 --> 00:21:19.039 Share strategies that work because consistency 00:21:19.039 --> 00:21:23.299 is key. Here's a pro tip. Make it your goal to 00:21:23.299 --> 00:21:29.099 use the same language across all settings. So 00:21:29.099 --> 00:21:31.839 if your school says, ready, set, respectful. 00:21:32.680 --> 00:21:36.400 Try using those phrases at home. Try and have 00:21:36.400 --> 00:21:39.619 after -school providers use those phrases. Grandma 00:21:39.619 --> 00:21:41.940 and grandpa are using those phrases. Anyone who 00:21:41.940 --> 00:21:45.420 has routine, consistent access using the same 00:21:45.420 --> 00:21:48.519 phrases. As we wrap up, I just want to emphasize 00:21:48.519 --> 00:21:53.039 that Tier 3 isn't about control. It's about understanding 00:21:53.039 --> 00:21:57.500 and meeting the child where they are. With individualized 00:21:57.500 --> 00:22:01.700 plans, Strong homeschool partnerships, community 00:22:01.700 --> 00:22:06.299 partnerships, and consistency across all settings. 00:22:07.099 --> 00:22:10.099 Kids can learn the tools they need to thrive 00:22:10.099 --> 00:22:13.880 and be successful. Thank you so much if you've 00:22:13.880 --> 00:22:17.200 stuck through us throughout this entire PBIS 00:22:17.200 --> 00:22:21.019 series. Tier 1, a strong foundation for all, 00:22:21.140 --> 00:22:24.500 the bottom of the pyramid. Tier 2, targeted support 00:22:24.500 --> 00:22:27.980 for some, the middle of that pyramid. And Tier 00:22:27.980 --> 00:22:32.480 3. intensive, individualized supports for a few. 00:22:33.240 --> 00:22:37.200 Remember, if you take nothing from any of this, 00:22:37.319 --> 00:22:49.339 it's that all behavior is communication. Thank 00:22:49.339 --> 00:22:51.619 you so much everyone out there for listening 00:22:51.619 --> 00:22:55.390 in and know that if you are in Idaho or planning 00:22:55.390 --> 00:22:58.569 on moving to Idaho, and have questions on systems 00:22:58.569 --> 00:23:02.130 or services for children with disabilities, please 00:23:02.130 --> 00:23:04.910 consider reaching out to us on our website at 00:23:04.910 --> 00:23:10.970 ipulidaho, that's I -P -U -L, idaho .org, or 00:23:10.970 --> 00:23:16.970 by calling us at 208 -342 -5884. Be sure to tune 00:23:16.970 --> 00:23:20.769 in next time. Until then, this has been Unlimited 00:23:20.769 --> 00:23:22.650 Parenting. Thanks for listening!