Building Tertiary Building Tertiary SystemsSystems of Supportof Support

Terry Bigby, Ed.D.

Material adapted from Illinois PBIS & Tim Lewis, Ph.D., University of Missouri-

Columbia

Building Tertiary Building Tertiary SystemsSystems of Supportof Support

Tertiary Tertiary InterventionsInterventions

Specialized Specialized IndividualizedIndividualized Systems for Systems for

Students with High-Students with High-Risk BehaviorRisk Behavior

Effective 3-Tiered Academic & Effective 3-Tiered Academic & Behavioral Systems for Behavioral Systems for AllAll Kids Kids

Universal core curriculum/evidence-based instruction and supports for all students

Universal screening to determine which students are not meeting benchmarks

Targeted instruction and support that goes beyond what all students receive

Progress monitoring Intensive and individualized instruction

and support for students who are still not making progress

Decision points throughout/data-based decision making

What is Tertiary Prevention?What is Tertiary Prevention? Tertiary Prevention involves a process of

functional behavioral assessment (FBA) and a support plan comprised of individualized, assessment-based intervention strategies, including a wide range of options such as: (1) guidance or instruction for the student to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of the plan as necessary.

Why Should We Build Why Should We Build Tertiary Systems?Tertiary Systems?

When universals are not sufficient to impact When universals are not sufficient to impact behaviorbehavior

When students display chronic patternsWhen students display chronic patterns When concerns arise regarding students’ When concerns arise regarding students’

academic or social behavioracademic or social behavior

The The SHIFT SHIFT From factors “outside” our control to

factors of academic or behavioral “Instruction”

From “What’s wrong with this child?” to “What supports does this child need in order to be successful?”

From “child focus” to “a comprehensive system approach”

Tertiary Systems PrerequisitesTertiary Systems Prerequisites Universals must be well established and in-place Effective school-wide or universal system of

positive behavior support Local behavioral competence Faculty agreement to support all students Regular leadership team-based review &

problem solving Discipline/behavior incident data management

system District start-up resources Function-based approach

What is function based support?What is function based support?

Foundations in behavioral theory, applied behavior analysis, & pbs

Attention to environmental context Emphasis on “purpose” or function of

behavior Focus on teaching behaviors Attention to implementers (adult

behaviors) & redesign of teaching & learning environments.

FunctionsFunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Behavior Support ElementsBehavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Team*Specialist

*Problem & alternative behaviors*Hypothesis statement*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support & data plan

*Technical adequacy*Sustainability plan

Big IdeasBig Ideas Understand interaction between behavior and the

teaching environmentBehavior is functionally related to the teaching environment

Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors

Create environments to support the use of pro-social behaviors Around individual student need / self-management Classroom School-wide

Continuum of Support for Continuum of Support for Secondary-Tertiary Level Secondary-Tertiary Level

SystemsSystems1. Group interventions (BEP, social or academic skills groups,

tutor/homework clubs, etc)

2. Group Intervention with a unique feature for an individual student, (BEP individualized into a Check & Connect; mentoring/tutoring, etc.)

3. Simple Individualized Function Based Behavior Support Plan for a student focused on one specific behavior (simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc)

4. Complex Function-based Behavior Support Plan across settings (i.e.: FBA/BIP home and school and/or community)

5. Wraparound: More complex and comprehensive plan that address multiple life domain issues across home, school and community (i.e. basic needs, MH treatment, as well as behavior/academic interventions) multiple behaviors

Positive Behavior SupportPositive Behavior Support

Adapted from George Sugai, 1996

© Terrance M. Scott, 2001

Universal School-Wide Data Collection and Analyses

School-Wide Prevention Systems (rules, routines, arrangements)

TargetedTargeted

IntensiveIntensive

AnalyzeStudent Data

Interviews, Questionnaires, etc.

Observations and ABC Analysis

Multi-Disciplinary Assessment & Analysis

Simple Student Interventions

Group Interventions

Complex Individualized Interventions

Team-Based Wraparound Interventions

Interve

ntionAssessment

Starting PointsStarting Points1. Universals firmly in place2. Data used consistently in team meetings3. Data decision rules to identify students

who need individual supports4. Inventory of existing practices5. Create more efficient systems to

capitalize on current practices6. Plan for creation of new practices based

on student need7. Apply basic logic of SW-PBS throughout

(Data, Systems, Practices)Equal attention to practices (student support) and systems (adult support)

Why Invest in Universal Why Invest in Universal Systems of Support First?Systems of Support First?

We can’t “make” students learn or behave We can create environments to increase the

likelihood students learn and behave Environments that increase the likelihood are

guided by a core curriculum and implemented with consistency and fidelity across all learning environments

Building A Tertiary SystemBuilding A Tertiary SystemSystems

Efficient, effective team meetings Tools for targeted interventions, FBA, BSP Defined role for specialists in school (e.g., SPSY,

counselors) Data

Measure outcomes Measure Process

Practices Multiple ways to identify a student Continuum of interventions Link between academics and social behavior

support Monitor outcomes

Tertiary Tier: SystemsTertiary Tier: SystemsSystems

1. Team based problem solving District, Building @ all 3 tiers On-going training for team members Access to technical assistance

2. Data-based decision making system3. Sustainability focus

Redefining roles, district-level data review, etc.

4. Systematic Screening Beyond ODR’s

IL PBIS Network

Tertiary Tier: DataTertiary Tier: DataData 1. Data used for engagement and action

planning with team2. Data tools are strengths/needs based3. Multiple perspectives and settings

captured in data4. Show small increments of change at

team meetings

IL PBIS Network

Tertiary Tier: PracticesTertiary Tier: Practices Multiple ways to identify a student

Routine review of individual student data Efficient teacher referral system Parent referral Screening tools (e.g. SSBD) Look for those students who are often “under the radar”...

Students who change addresses frequently Temporary or seasonal farmers or workers in the community Homeless students Students in foster care or juvenile service homes

Continuum of interventions Link between academics and social behavior support

Plan for Integrity of ImplementationPlan for Integrity of Implementation

Teaching Teaching Coaching and feedbackCoaching and feedback Scripts for adults to follow Scripts for adults to follow Data CollectionData Collection Follow-up support meetingsFollow-up support meetings Follow up data evaluationFollow up data evaluation

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Wraparound• School-based MH• Function-based support• •

Secondary Prevention• Check in/out• First Steps• Targeted SS Group• •

Primary Prevention• SWPBS• General social skills• Character education• •

Audit

1.Identify existing efforts by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)