TRANSCRIPT - Behavior Part 2 - What's Next? Ð 2/12/24

>>Rachel: Hi, everybody. So we wanted to start off with this slide. And on the slide it's a quote by someone named Virginia Spielmann. This quote comes from sensoryhealth.org. But the quote is: Beware the temptation to blame behavior. This is usually shorthand for I don't know what this is, but it's inconveniencing me. Take a breath and look deeper at the child, the context, the environment. A child's sense of self is at stake. And so as we begin, we wanted to just put this quote up there. On a piece of paper or somewhere in your head, if you can remember it, I want you to think of like what does this quote -- what thoughts does this quote bring up for you? Just jot down some words or phrases that come to mind. And we'll come back to it at the end. Okay. So thank you for joining us for the second part of Behavior Part 2: What's Next? I'm Rachel Collins and I'm one of the Deafblind education consultants here on the Texas Deafblind Project. I started off as a teacher of the deaf and hard of hearing and then I became a teacher of the Deafblind. And then I went back and got my certification for teaching the blind and visually impaired. And then I got the certification for the teacher of the Deafblind. So that is my background and I'll let my colleague introduce herself. 

>>Sarah: Hi. So I'm Sarah Mossberger. And like Rachel said, I work with her at the Project. I started off as a TVI and I eventually went back and got my Deafblind certification and I worked as the TDB for my district for a few years before coming here to TSBVI. I am working on my DHH certification now. Very excited about that. 

>>Rachel: So thank you for joining us. We are going to be continuing the conversation about the new publication document called the guidance for planning behavior intervention. So if you guys don't already have this information or this resource, go ahead and scan the QR code now, so that way you have it in front of you. There is a PDF as well as a Word document. And the Word document is accessible for screen readers, if you need that accommodation. So go ahead and Stan that because we'll be using it and we'll be looking at it throughout this conversation. Okay. Does everybody have it? Do we need a few more minutes? 

>>Sarah: Rachel -- whoops, I didn't throw it into everybody. I'm also throwing it in the chat so you guys, if it's easier to access it via link, it's in the chat. 

>>Rachel: Excellent. Thank you very much. All right. We're going to go on. Okay. So for today's agenda, we're going to be reviewing the four pillars that are fundamental for preventing distressed behavior. And then we're going to review those nine steps of the guide for that behavior intervention planning process. There's nine different steps that we're going to go through. And we're really going to be walking you through this guidance document. So that way whenever you guys have the opportunity to utilize it, you are familiar with what steps are going to be required of you. And then we're going to be looking at a sample student. And then looking at that student and then taking a deeper dive into applying those recommended strategies. All right. So just, if you guys were not able to attend Lynne and Emily's session last week, please go back and look at the archived session so that way you guys can get the full benefit of getting the "why" behind the behaviors. And just for a summary, we pulled up some bullet points from their summary to pull into, just in case you guys were not able to attend the session. So there are some reasons, very few reasons, that are like per eSped, the FBA, that students exhibit behavior. And those are they're trying to seek control or escape. They may be seeking revenge or attention seeking or sensory stimulation. However, we know that there are so many reasons why anybody behaves the way that they do. We could be like frustrated about something. We could be disappointed. We could be scared. We could be unsure of our environment. There are so many different reasons to take into consideration when we're looking at why a student is acting the way that they may be acting. Or anybody. Any human would be acting the way they're acting. Another point that they brought up was -- it was a quote by Dr. Wayne Dyer. The quote is when you change the way you look at things, the things you look at change. So with this guidance behavior document, what we're wanting to do is we're wanting to change our mindset to that the child exhibits behavior to a child is experiencing distress. We're trying to shift our perspective on how we look at things. And then last week Lynne and Emily discussed like different ways sensory impairment impacts behavior. So it can impact behavior in a lot of different ways. Our students have inaccurate or incomplete information. They may be like on hyperalert, so they're extra sensitive to what's going on around them in their environment. And they could be, you know, exhibiting some sensory selectiveness. We probably heard the term "tactile defensiveness" or sensory defensiveness but we like to look at it as sensory selectiveness. Maybe there are things in the environment that really upset them so we want to look at that in that sort of frame. Another point is that what are some of the impacts of sensory impairments. And some of those could be that, you know, there is going to be a reduced access to information. Because of that inaccurate or incomplete response or, you know, receiving of information, we're going to have, you know, they're not going to have all the pieces. They're getting bits and pieces of different parts of their environment and they're trying to formulate a whole concept. And that's going to be really hard when you don't have all of the information. They are at a reduced -- they're at a risk or being isolated. They are going to have limited, you know, access or limited numbers of repetitiveness of experiences, especially for social. You know, if you're not able to see who is in your immediate environment and you're not able to hear exactly what everybody's talking about, those social opportunities are reduced. And so we want to take that into consideration. A lot of our students, you know, are in and out of the hospital a lot of times. And so due to other medical needs. So if they're in the hospital and they're missing out on what's going on. And every single time that that happens, who knows, you know, how severe the hospitalization or the illness could be. They're just not experiencing what our typical and hearing friends are receiving. And then Emily and Lynne talked about methods of learning. Like incidental learning. The majority of how we gain information as sighted and hearing individuals, the majority of how we get our information is through incidental means, like what we see and what we hear at a distance. We learn a lot by trial and error, by imitation, and through direct teaching. But when we look at our students who are typically hearing and sighted, our sighted hearing friends, the majority of what they are getting from their environment is incidental. But for our students with sensory impairments, our students who are Deafblind, that is inverted. And the majority of the information that they're going to be receiving is only going to be through direct means. And so that is the most effective form or method of learning for our students who are Deafblind. Okay. So the four fundamental pillars to avoid distress are safety, feelings of safety. Feelings of success, independence, and connectedness. So when we are able to receive or have those feelings intact, then those are the main points that we want to look at in order to reduce or avoid those feelings of distress. Does anybody have any questions for us right now? I'm going to keep on going. All right. Okay. So when we're talking about shifting our perspective, one of the main reasons why the guidance behavior document is in existence is because we want to completely change what we're thinking or what our perspective is on behavior. As we were talking about before, if you change the way you look at things, the way the things you are looking at change. And so there are four paradigm shifts that we want to cover today and we're going to intertwine them throughout the presentation. But we want to look at how we can change our perspective on what we're looking at. So the first paradigm shift is changing how we interpret the behavior. So when we see something, what are we immediately thinking, how are we interpreting that? And we're going to go deeper into each one of these as we're going through the presentation. The second paradigm shift is how we change -- how can we change our response to the behavior. So first is how we interpret it. Well, we're thinking that the meaning is behind it. And then the second is how do we change our response to it. The third paradigm shift is to change our expectations of behavior. So what are we expecting of the student. What is it that we can do to make those expectations more clear. And then the last paradigm shift is changing our understanding of behavior. What do we, as a whole, how do we understand and how do we approach behavior. 

>>Sarah: Okay. So as Rachel said, we're going to be taking a look at the steps in the document. But before we look at that, we wanted to talk a little bit more about the paradigm shift, the first one, which is changing our interpretation of the behavior. So the status quo way to think about behavior is behavior is often viewed through a lens of compliance. I gave a directive. I had an idea of what I wanted to have happen. Did the students comply or not? But a new idea or new way of thinking about that is to view it through a lens of safety versus threat. And so when we think about those four pillars that we see throughout the document, safety is that first one. And so if our students don't feel safe with us, can we really be surprised then if we see some distress from them if they're in a new situation or a situation that might be different. So we really want to think about those four pillars that we saw in the previous slide when we're seeing behavior, from when we're seeing a student in distress. And making sure those needs are met. We're going to talk about those a little bit more. Okay, Rachel. Okay. So this is something that you likely, in the special ed world are used to seeing, but teams must consider positive behavioral interventions and supports. And so the National Technical Assistance Center, they developed PBIS, or the positive barely interventions and supports and there are three tiers. So that first tier is tier one. This is universal prevention and this is what we see for all students. These are things in the classroom for all. Tier two is more targeted prevention. These focus on specific skills and a lot of times this will be provided to like groups of students that maybe have similar targeted skills. So, for example, maybe some students participate in a social skill class together. Or maybe they are part of a group that gets specific behavior strategies. And then the tier three is the most intensive and this is individualized and this is for a few students. And so this is the level where the school often uses formal assessments to determine the student's need. And then to develop an individualized support plan or an FVA and VIP. They are designed to help your team take data and look at the quality intervention and instruction that the team is currently using for a student's specific unique strengths, preferences, and challenges. So we're in that tier 2 and tier 3 level with this document and our students. Okay. So within that you'll see, as we start looking at the document, that we have proactive and we have responsive strategies. So those proactive strategies, they're focused on reducing the likelihood of distressed behaviors and fostering independence and success with our student. And then those responsive strategies, those are things that happen once the distressed behavior has occurred. And so sometimes proactive strategies are enough. And things go as planned. Sometimes proactive strategies are not enough and we'll see that the students still experience distress. But important things to keep in mind is this doesn't mean then that we need to get rid of those tier 2 proactive strategies. We always want to remain proactive. Tier 3 proactive strategies are done in addition to our proactive strategies. So we're going to show you next a quick video. And we wanted you guys, while you're watching, to think what you see that is proactive and what is responsive. [ Video ] 

>>Luciana moves the mirror around in her hand. Kim turns Luciana towards her. Luciana leans back against Kim. [ End of video ] 

>>Rachel: So sorry. Okay. Okay. So that brings us to that paradigm shift No. 2. Changing our response to behavior. So the status quo is thinking good or bad behavior is going to be aligned with consequences. But the new idea that we want to think about is relational safety prioritized over rewards and punishments. So basically what that means is we're not looking at behavior as, like, okay if they're acting good then they get this. If they're bad then they get this. What we're wanting to look at, what we're wanting to shift to is making sure that we maintain the integrity of a relationship. So in looking at that video and looking at proactive and responsive strategies, what were some of the things that you saw that Kim was doing that would be proactive in this situation? Any ideas? Proactive. What would be proactive. Okay. Yes. Joining her before changing topics. Yes. I love that. So, yes. So Kim went up to Luciana and she got really close to her. So she joined her before she decided to change the topics. Anything else? What are some other proactive things? She was. Yes. She was absolutely talking calmly to the student. She like walked up. She was speaking very gently to her. Anything else? Sorry. Yes. I didn't realize that wasn't to everybody. Yes. She was speaking calmly to everybody, yes. Did anybody notice anything else? So she was speaking calmly. She went up to Luciana to talk to her before she changed the topic. Anything else? She turned -- she did. Oh. Rita said that she turned Luciana towards her so that she then said I would like to talk to you. Judy, yes. Following her lead. Yes. Okay. And Christy said that she was offering a different choice. And so, yes. These are all really great. So proactively Kim went to Luciana to talk to her. She kind of turned her body towards her and said can I talk to you? But before she did that she did talk to her and said, oh. And she showed interest in that mirror. So Luciana was already looking at that mirror. And instead -- so instead of, like, immediately saying it's time. That's finished. It's time to go do something else, she showed interest in what Luciana was showing interest in. She said, oh, look at that mirror. I like that mirror. Could I have a turn? And then waited. And then waited for her. But then she didn't move. And then Kim tried to ask, like, okay, well can I have a turn? And there still really wasn't a response. And then Kim said, can I talk to you? And then kind of turned her a little bit and was trying to see as she would know what was going to be next and asked her, do you know what's next? Still there wasn't a response. And then it went to responsive. So then she was being proactive but it wasn't -- those proactive strategies weren't working yet but then it became responsive. What was the responsive strategy that Kim then used? Judy, you kind of -- 

>>Sarah: Judy beat us to it. 

>>Rachel: Judy said following her lead and singing up and down. She asked her what was next and Luciana still wasn't letting it go. And then she responded with singing. And then immediately, as soon as Kim started singing, Luciana put that mirror down and was like, I know what this is. I like this and this is what we're going to do. Okay. Awesome. Thank you. All right. So now we're going to go into the actual steps for the behavior planning process. So there are nine different steps. And so we're going to look at the first three for right now. So the first step in the process is to clarify information about the concerns. So, you know, just as a reminder, those functions, those traditional functions of behavior are likely not taking into account, like the underlying factors for a student who is Deafblind. Or a student who is visually impaired with complex access needs. So it's important to go ahead and to clarify and get consensus on what it is exactly, the behaviors that we want to target that is concerning the team. So we want to be -- you want to identify it. Make sure everybody is on the same page. You want to figure out how often that they're occurring. And then what interventions are currently being used. And then under what circumstances are you seeing that these behaviors are occurring. And then when you write up a summary about, okay -- it's just gathering information and making sure everybody's on the same page. Because we know we can't do any of this without the entire team's input. And the second step is to gather additional information. This is on page 31 of the guided planning -- guided planning document. The planning document. So the second step is to gather additional information. And so what we want to do is we want to find out about the student. What does the student like? What are their areas of interests? What are their needs, you know? Areas for growth. It's very important to know like what calming strategies are typically used and that are successful with the student. And what's being implemented in the current program. And then it's also important to go ahead and put in those proactive strategies that are already being used. Because if you're at this point and you're looking at, you know, as Sarah mentioned, this guided planning document is really looking at tier 2, tier 3 positive behavior support. We want to look at what proactive strategies that you're already using. And then the third -- and this is a really important thing -- is to gather the basic health considerations and other issues. And that's on page 32. Sometimes I think that this is a step that a lot of people want to skip because we just want to get to the behavior part. We want to figure out what's going on and how do we fix it. How do we change it. But students -- this is a really important piece because students may be taking medication that will affect their overall functioning. They may have genetic conditions that make the child extremely vulnerable to anxiety or have like exaggerated stress responses. So remember when we were talking about the effects of sensory impairments, we're looking at how students may be hypervigilant or may be hyperaware of things that are going on and things that are in the environment. And so, you know, they may have genetic conditions that may lead to that. And so we always want to be mindful of that. Okay. So now we want to look at our sample student. Now the sample student -- again, this is in the back of the book and we really just want to just kind of guide you through the whole document because we know that you guys are itinerants out there and whatnot and you are so busy and you want -- and it's really helpful to be able to have some run-through the whole plan with you. All right. So this is a copy of, you know -- this is Joan. This is the sample student that is in the back of the book. And so this pretty much is outlying steps one through three. And so they're gathering the information. They're gathering all of the additional information. All of the medical needs and it's in a summary form. And so all of this -- they're taking in all of this basic information about her vision. It's discussing her hearing impairment. Yes. And then it's looking at what are some of the medications that she's taking and for what reason. How does she travel or how does she navigate her environment. And then, you know, getting information from the family, that she's having difficulty settling down at night. Okay. We're already thinking she has difficulty sleeping at night. Maybe she doesn't get enough rest. I don't know about you but when I don't get enough rest I'm pretty grumpy the next day. If she hasn't had that, that is also something to take into consideration. And then it goes into, like, what is she interested in. What are things that motivate her? You want to know what motivates students. What are those motivators because that's what you want to build on. You want to build on those strengths. And then what are some things that are triggers as well. So the team came up with the clarifying the concerns and the concerns are physical aggression towards self. And then physical aggression towards others. So this is just like a summary form that you would come up with for your student after you've gone through steps one through three and collected all of that information. You can put that information in a summary in a summary form like this. Does anybody have any questions about steps one through three? Yes, Kaycee. I did see like what you just mentioned. How many of our students that have CHARGE are also in pain. And sometimes like we just never know when that's going to happen. And pain can affect us in so many different ways. Mostly, I don't know, it makes me feel horrible. And it makes me want to -- my fuse is much shorter if I am experiencing some kind of pain. Especially if I get a crick in my neck. I'm going to be grumpy. No questions about one through three. All right. 

>>Sarah: Okay. So now we're going to look at steps 4, 5, and 6. So step 4 is reviewing the current program. That's on page 33. And this section is intended to help the team reflect on the child's current program when they're developing specific interventions and supports at the tier 2 level. So all programs should ideally include those proactive strategies. And then step 5 is a list of interventions and supports at that tier 2 level. This is on page 42. And it's really important that everybody who is working with the student is clear and consistent about what is needed to proactively support the student. It's not very helpful if when I come in I do one thing but when Rachel comes in she does another. And Kaycee maybe does it a third way. So it's really important that we have clearly outlined what those interventions and support look like and how we're implementing them. What is expected of all the adult team members that work with that student. And when you guys look at the chart on page 42, you'll see it. It outlines what the adult does. And so we want to note that in the chart. And then we want to share that with everybody on the team that's going to interact with that student so we can ensure there's that consistency. And then step 6 is taking data on observable behaviors. And so that's on page 43 and it's a chart that the team can use to document what they're seeing. And it's really important to remember that taking data is key to developing or refining any intervention, right? We want to know that it's working and how do we know that it's working if we don't have a baseline and we don't know where we're starting. You may not be able to track if changes in intervention or support are working if we're not taking data. We may be guessing at what the frequency is but if we take data, we know for sure how often it's occurring and when. It's really important to note that in most cases you're going to see an increase in behaviors, initially. But when you're consistent with your proactive strategies, you should begin to see some improvement. But it's really important to take that data at various times and during different activities throughout the day. That way you really have a full picture of the student and also across different staff members so that you know for sure when, where, and who this is happening with. And then after the team has an agreed-upon time-frame you probably want to come back together and look at that data, especially if you're going to be making something formal. Okay. So this brings us to paradigm shift No. 3. And that is changing our expectations of behavior. And so the status quo is that behavior expectations might be unrealistic. But a new idea is that a neurodevelopmental lens guides decisions and understanding. And so like we just talked about, steps 4 and 6 of the document look at really thinking about the child's program, the environment, interventions, who is working with the child and how are they working with the child. And then of course taking that data. So when we have informed -- so when we have data, we can make informed and data-driven decisions about the student. Their day, their schedule, the environment. Then, like the new idea is suggest. Instead of worrying about just that behavior, we're looking at the whole picture and we're using that to help us guide and understand and move forward. 

>>Rachel: I wanted to jump in really quickly, Sarah. 

>>Sarah: Yeah. 

>>Rachel: Last week Emily and Lynne really went into a lot of the sensory needs and like the neuroscience behind the rationale behind why students may be acting or why students are projecting their emotions the way that they are. And so, you know, there may be some neurological and biological things that they have no control over that is affecting them. And so by having that information and knowing that, then we can begin to change what we're expecting. And I'm not saying that, like, then it's a free for all. We're not saying that. We're just saying it's an understanding that comes with -- or an expectation that comes with knowing there are biological things that we have no control over that can affect all of these different factors. 

>>Sarah: Okay. So Rachel pulled up the previous summary about our friend Joan. And so I noted in the chat, but the sample student starts on page 56. And so the first part of the document is the forms. But then at the end on page 56 there is a summary about a student named Joan. And essentially we took the team's data and it was used to make a report. And so what Rachel and I wanted to show you now is we wanted to take the bits of the actual form and how they were potentially filled out by their team. And then show you where the recommendations from the report came from. Because the report is beautiful but you might look at that report and think how could my team make something just as lovely. That's by using the form and we wanted to show you how that works. The screen right here we have a snippet from the proactive strategies that deal with safety. And so we screenshot the first two boxes. So the overall strategy is the adult is spending time with the child and observe their movements. And then there's questions about the programming. And then the next one is the adult in close proximity to the child. Again, there are some more questions. In this case, when the team looked at this, they were able to mark "yes." For example, time is set aside in the child's schedule for interaction. There's time for independent play. We looked at all of them. Yes, yes, yes. And so there were no recommendations that you'll see when you look at the sample report. There's no recommendations related to that. But then we come to the box that says following the child's lead. And so now we have things like does the child indicate interest in an activity or interaction and how do adults recognize it and respond? In this case we theorized that the team marked no, they weren't seeing these things. Maybe they see them with some staff members in some parts of the child's day but we're not seeing it all the time. We want to add this to the report so we can get a recommendation. So the recommendations that went along with these are following a child's lead. That's kind of a broad statement, though. So what does that look like. And the next bullet says writing activities based on her interests, infusing turn taking, conversations at her language level, teaching necessary vocabulary to allow her to request and have conversations. And then looking for opportunities to follow Joan's lead. And as you saw in our video that we showed you earlier, when Kim did a wonderful job of showing what it looks like to follow the child's lead and you were able to see how and when Luciana felt safe, she was able to leave her preferred objects and go with Kim. Okay. So then the next section is proactive strategies for success. And so, again these are based on -- activities designed based on the child's interest. And there were specific questions about the programming. Have they identified preferred objects, movements, activities, and people. Are they incorporated into every part of the child's day as much as possible? Is novelty introduced slowly? And based on identified interests? Rachel mentioned earlier about how it's really important to know what the student likes and not likes. And that's probably things you want to put when you're doing your summary of the student. And here's one of those reasons as she said why. If we know what our student likes, those are more meaningful things we can build off of as we think about their schedule. Again we theorized that the team would have said no. When you look at Joan's sample report, you see recommendations such as designing activities on the child's interests. When Joan is engaged in interesting activities, she's less likely to have problems with behavior. She likes activities such as work, cooking, music, art, and PE. And then that staff should provide direct instruction on activities based on her interests. Giving her time to make choices and participate in these activities towards the goal of being able to access them during an unstructured time. So, again, you can see how using the chart and seeing what's a yes and what's a no helps you make recommendations then, specifically based on the things that Joan liked and didn't like to make those recommendations for the team. 

>>Rachel: And when Sarah says, like we're theorizing the answers were yes and the answers were no, if the charts indicated that -- we're going based on the recommendations that are in the back of the book. The whole summary portion. And so we only, just to let you know, we only just took the first couple of them because there are many, many, many recommendations under this. But we just wanted to give you a sense of how these might look in order to show you a direct correlation between how these charts are checked, are scored, and what recommendations are being made. So we wanted to show you a line for line where these are coming from. They're not just kind of coming up with them like off the top of their head. It is coming from a -- it's coming from the chart, like answering is this in the child's programming or not? Or maybe sometimes but not consistently. And then what would be the recommendations to yes, implement them into the program. Or how do we outline it so that it is carried out more consistently on a more consistent basis. And, again, these are just the first couple of them but you will see that there's a whole big list. 

>>Sarah: Okay. So like Rachel said, when you look at the chart, there's a yes and a no and a sometimes. And so when we're looking at proactive strategies for independence, as much as possible engaging with the child. And in this case we have it checked in the sometimes box. Are written routines shared among team members to insure consistent steps. This is an example of perhaps it's happening sometimes and perhaps it's happening with certain members of the team. We want to make sure it's consistent. And then the recommendation that is in the written report for the team that ties to this box was as much as possible do with not for when engaging the child. And so having said that, at this point we've chatted a little bit. You saw about Joan. You saw some information about Joan. But the do with not for is kind of vague so we wondered if you guys could put in the chat some ideas you have for what that might look like or what that could look like in Joan's situation. Any ideas, based off of routines, on how we could help Joan and do with but not for her. 

>>Rachel: There's no right or wrong answer. Because there isn't, you know, specifics that are stated. But when you're looking at this, like what could that mean? What could that look like? Given the information that we have about Joan and what would it look like to do with and not for? 

>>Sarah: Kaycee asked if we could show Joan's information again. But Carlie said have Joan read her daily schedule. 

>>Rachel: Awesome. Let me go back. Avert your eyes, everybody. I've got to go back. 

>>Sarah: I like that, Carly. You're right. It's much more meaningful if Joan is able to access her schedule versus the adult in Joan's life telling her what her schedule is. Very true. 

>>Rachel: All right. Here we go. We're going to read her stuff. Is the whole screen able to -- can you read the whole screen? 

>>Sarah: Carly said prepare Joan for environmental changes. 

>>Rachel: I love it! 

>>Sarah: Yes, yes. 

>>Rachel: And please just make sure, when you respond, to click on "everyone" so that everybody can see your responses. 

>>Sarah: Kaycee said coactively get the attention of peers appropriately. 

>>Rachel: Nice. 

>>Sarah: Yeah. 

>>Rachel: And when you say that, Kaycee, can you explain a little bit more about what that means? Coactively get the attention of peers appropriately. So what would that look like not doing that and what would it look like coactively getting the attention? 

>>Sarah: She said hand under hand, coming up to peers and asking, not necessarily with formal language, to join them. 

>>Rachel: Nice. Nice. Yes. So you're not doing it for her, you're not going to student and bringing them over. You are going along with join, hand under hand, and going over to the peer to engage in an interaction. Yes. Absolutely. Okay. So we just wanted to give some ideas about what that could look like. Maybe that's what they do, maybe not. But that's just an idea of what it could look like. And so as you go through this with your students, this would be something that you, as a team, would come up with to get more specific. This recommendation is a little bit more vague. But in a summary you can get very specific. Like just like how Kaycee wrote. Coactively with the student. Engage with getting the attention of a peer, something like that. All right. We'll go on to the next one. 

>>Sarah: Okay. And then the last one is for proactive for connectedness. Rachel is going to guide you in just a minute with the responsive. Again, looking at the communication systems. Does it allow for reciprocal communicative interactions? And then there are specific questions to help you and your team know what exactly does that look like in the child's programming. And so in Joan's case, again these were no. And so they put in the report recommendations such as communication that allows for reciprocal communication interaction and facilitating interaction between Joan and her peers, which is one of the things that Kaycee just mentioned. Okay. Rachel. 

>>Rachel: Goodness. We are running low on time. All right. So we're going to go into the next three steps, which is step 7, tier 3 responsive intervention and support. And this is, you know, some of our students, like Sarah mentioned earlier, they're going to need more supports than just the proactive strategies. Maybe the distressed behavior is still occurring, even with being as proactive as you possibly can. What do you do? This is where you, like, look at -- you move on to the next tier, which is tier 3. Responsive intervention. And then just the same as with the proactive strategies, you're going to be documenting, you're going to be laying out the plan. This is typically what most school districts are going to be calling a behavior intervention plan. And so it lists the different specific interventions that we need to provide to the student in order to prevent the identified behavior from occurring. Or hopefully shaping it, guiding the intervention when distressed, when the behavior is occurring. And providing intervention that follows after the behavior occurs. And then also you're going to be taking data on all of these behaviors. Because without that data, we don't know for sure how much this is happening or whether or not these strategies are being successful or not, unless we're taking very clear data. Okay. So we did the exact same thing for the responsive strategies in all the different pillars: Safety, success, independence. We won't go through all of those because we are running short of time. I did want to show, for the first few responsive strategies in safety, the answer was yes. So those responsive strategies are already being implemented. But then there were some areas in that section of safety that weren't being implemented. Those were where the recommendations came from. Five-minute warning. I know. I know. Okay. Okay. All right. So I'm just going to go through these really quickly just because -- and all of this information is in the document. So you're not missing a whole lot of stuff. Are we going to have -- I'm just going to show just a minute of this. Just a minute of it. [ Video ] [ No sound ] 

>>Kaycee: We're not getting the audio. 

>>Rachel: Oh, the audio's not on? 

>>Kaycee: You want to share again and click at the bottom. It will say "share audio." 

>>Rachel: Okay. Oops. So sorry. 

>>Kaycee: Share your screen again and at the bottom it says "share sound." 

>>Rachel: I don't think -- the sound isn't as important as the behaviors. [ Video ] [ No sound ] 

>>Rachel: Okay. I'm going to stop it there because we are really running low on time. Okay. So what we're wanting to look at is, you know, what were some of the proactive strategies you saw on this video? And we're not going to have time to do this but some of the proactive -- I just feel so bad because this was so great. But some of the proactive strategies that Katie was demonstrating were that she would actually -- she got in close proximity. She followed the lead of the student and guided her. She started talking about the gum, even though that wasn't what they were going to be talking about. So and then the responsive, she just kind of shifted her expectation of the student. All right, Sarah. 

>>Sarah: Okay. So that brings us to our last paradigm shift and we're almost done. That's just changing our understanding of behavior. So it's sometimes easy to think behavior might just have one cause with a real simple solution. But as you saw with the document and with our charts and talking about all of this, behavior usually has multiple causes and it's usually very complex. And so that takes us back to our first slide. And we hope that between looking at the document and thinking about paradigm shifts, perhaps your opinion changed a little bit on behavior versus when a student is in distress.