positive behavioral interventions and supports (pbis) overview rebecca mendiola, ed.d. director,...
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Positive Behavioral Interventions and Supports (PBIS) Overview
Rebecca Mendiola, Ed.D.Director, Safe and Healthy Schools
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Goals
• Define the purpose of PBIS
• Define the role and functions of school site leadership teams and district leadership teams
• Outline training sequence
• Determine Next Steps
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Context Matters!
ExamplesIndividual Student
vs.School-wide
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“Reiko”Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
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“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?
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Fortunately, we have a science that guides us to…
• Assess these situations• Develop behavior intervention
plans based on our assessment• Monitor student progress & make
enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
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However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Reiko and Mitch?
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A school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this
school!
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During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
Mitch is in this
classroom!
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Questions!
• What would behavior support look like if Reiko and Mitch were in these classrooms & schools?
• Are these environments safe, caring, & effective?
Context Matters!
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SWPBIS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
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Getting ToughGetting Tough
Teaching to Corner
Nov 1985 Kappan
School Discipline Challenge:Academic & behavior
success (failure) are linked!
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Ineffective Responses to Problem Behavior
• Get Tough (practices)• Train-&-Hope (systems)
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Immediate & seductive solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules• Extend continuum & consistency
of consequences• Establish “bottom line”...Predictable individual response
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Reactive responses are predictable….
When we experience aversive situation, we want select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student
&/or others
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When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies• Increased surveillance• Increased suspension &
expulsion• In-service training by expert• Alternative programming…..Predictable systems response!
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Erroneous assumption that student…
• Is inherently “bad”• Will learn more appropriate
behavior through increased use of “aversives”
• Will be better tomorrow…….
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But….false sense of safety/security!
• Fosters environments of control• Triggers & reinforces antisocial
behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between
academic & social behavior programming
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Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”• Do NOT learn when presented
contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
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Train & Hope
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD Practice
Select &ADD Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNewProblem
WAIT forNewProblem
Expect, But HOPE for Implementation
Expect, But HOPE for Implementation
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What is PBIS?What is PBIS?
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Why PBIS?
• The fundamental purpose of PBIS is to make schools more effective and equitable learning environments.
Predictable
Consistent
Positive
Safe
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Main Messages
• PBIS is a foundation for the next generation of education.
Effective (academic, behavior)
Equitable (all students succeed) Efficient (time, cost)
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Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012Freeman, J., Simonsen, B., McCoach D.B., Sugai, G., Lombardi, A., & Horner, ( submitted) Implementation Effects of
School-wide Positive Behavior Interventions and Supports on Academic, Attendance, and Behavior Outcomes in High
Schools.
SWPBIS Experimentally Related to:1.Reduction in problem behavior2.Increased academic performance3.Increased attendance4.Improved perception of safety5.Reduction in bullying behaviors
6.Improved organizational efficiency7.Reduction in staff turnover8.Increased perception of teacher efficacy9.Improved Social Emotional competence
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What is School-wide Positive Behavior Intervention and Support (PBIS)?
• School-wide PBIS is:– A multi-tiered framework for establishing the social
culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– On-going collection and use of data for decision-making– Continuum of intensive, individual intervention supports. – Implementation of the systems that support effective
practices
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
Membership
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Ask Students
• Do you know the expectations?
• What does it look like here?
• Has anyone acknowledged you for doing things right in the past two weeks?
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School-wide Positive Behavioral Interventions and Supports (SWPBIS)
• The social culture of a school matters.
• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
• Effective practices with the systems needed for high fidelity and sustainability
• Multiple tiers of intensity
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support
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Using PBIS to AchieveQuality, Equity and Efficiency
• QUALITY: Using what works; Linking Academic and Behavior Supports– North Carolina (valued outcomes)– Michigan (behavior and literacy supports)– Commitment to Fidelity Measures– Building functional logic/ theory/ practice (Sanford)
• EQUITY: Making schools work for all– Scott Ross– Russ Skiba– Vincent, Cartledge, May & Tobin– Bully prevention
• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.
– Using teacher and student time better.– Dean Fixsen/ Oregon Dept of Education
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Schools using PBISFebruary, 2015 20,384
20% of all Schools in US
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Number of Schools Implementation SWPBIS (Tier I) by StateFebruary , 2015
14 States with more than 500
schools
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Proportion of Schools Implementing SWPBIS by StateFebruary, 2015
13 States with at least 40% of all schools
using PBIS
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Lessons Learned
• Implementation Leadership Team
• Local Demonstrations
• Build Policy Foundation
• Build Technical Capacity
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Leadership Team
Active Coordination
FundingVisibility Political
Support
Training Coaching Evaluation
Local School/District Teams/Demonstrations
BehavioralExpertise
Policy
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Purpose/ Role• Lead implementation and adaptation of a multi-tiered behavior support framework that
improves the social, academic and behavioral outcomes for students.
• Provide clarity of purpose throughout the district
– Ensure alignment of programs/initiatives that will be incorporated.
– Formal policies (LAUSD, Michigan, Chicago)
• Develop and manage implementation plan
• Provide staff development, training, coaching and support to implement multi-tiered behavior support framework
• Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.
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Components of SW PBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System– Discipline Systems & Decision
Making– Handbook
2. Secondary Prevention Specialized Group Systems – TIPs– CICO– Targeted Group Interventions
3. Tertiary Prevention Individual Student System– Practical FBA/BSP – Intensive
Individualized Interventions– Wrap Around Supports
Focus of Year 1
Focus of Year 2
Focus of Year 3
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Emphasizing & Teaching Positive
Expectations
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Behavioral Expectation GridDefining Expected Behavior across Settings
School Rules
Settings Be Safe Responsible Respectful
Hallway Walk on the right sideAllow others to pass
Hold door open for person behind youHave a pass during class time
Use quiet voicesKeep hands & feet to self
Playground Stay in boundariesKeep hands and feet to yourself
Be aware of people around youPut equipment away at break
Include everyoneFollow game rules
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Acknowledge & Recognize
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5:1 ratio, it’s not just for kids5:1 ratio, it’s not just for kids Business teams
High Performance teams = 5.6 to 1 Medium Performance teams = 1.9:1 Low Performance teams = 1 to 2.7
Losada, 1999; Losada & Heaphy 2004
Married couples that last 5.1 to for speech acts and 4.7 to 1 for observed emotions
Gottman, 1994
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Gottman info.Predicted whether 700 newlywed couples would stay
together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.– Marriages that last:
• 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions– Marriages likely to end in divorce:
• 1 (+) to1.3 (-) ratio likely to end up in divorce
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
SW - PBISGENERAL
IMPLEMENTATION PROCESS Staff Feedback
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
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BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
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Components of SW PBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System
– Consequences & Decision Making
– Handbook
2. Secondary Prevention Specialized Group Systems – Training/ Support
opportunities– CICO– Targeted Group
Interventions3. Tertiary Prevention
Individual Student System– Behavior Support Plan– FBA/BIP – Intensive
Individualized Interventions
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What is the current process in your school?
• What is the current process for:– Identification of students requiring support for
challenging behavior?• When & how does this occur?
– Assessment/discussion to understand student concerns?
– Intervention identification & implementation?– Data collection & monitoring student progress
• What is working with your current process?
• What are challenges?
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DATA TEAMING – INTERVENTION TEAM (TIER 2/3 TEAMS)
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Data Teaming – Intervention Teams
• Efficient Teaming Process– Clear roles, procedures & responsibilities
• Intervention Focused– Linked to Continuum of Interventions (Tier 1 2
3)– Try the easy things first (Tier 2 Interventions)– …then Tier 3 (FBA/BSP)
• Data focused & Early Identification– Progress Monitoring– Student Identification through Systematic Screening
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Data Teaming: The Big Ideas
• Early Identification• Do the easy stuff first (efficiency is a major
goal)• Processes are as important as practices• Use of Evidence Based Practices• Teaming is critical• Administrative support is critical• Data Based Decision Making
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Building Level – What it Looks Like• Building capacity without relying on 1 hero
• Team member roles during meetings – facilitator; time keeper; data bee; coordinators of interventions (CICO Worksheet 2)
• Agenda is prepared in advance and promotes efficient group processes
• Administrative buy-in/attendance– Creating resources– Attending meetings– Follow through with system deficiencies– Hiring practices
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Data
• All targeted and tertiary interventions are supported with progress monitoring data– CICO– Academic Support Classes/interventions– Social Skills or Counseling Groups– FBA/BSP (tertiary) plans– Progress monitor data reviewed every two
weeks
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Teams in a School
FBA TeamProgress
Monitoring Team
Plans SW & Class-
wide supports
Monitors effectiveness and fidelity of
Tier 2 Interventions
(overall and for each student)
Conducts FBA, develops BIP
NOT a standing team
Sept. 1, 2009
UniversalSWPBIS
Team
Tier II Tier I Tier III
Could responsibilities of an existing team (TAT/SST/etc.)
be shifted?
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- An intervention that:• Serves multiple students at one time (15-25 student at once)
– More efficient use of resources that 1 student at a time• Students can get started almost immediately upon referral• Requires almost no legwork from referring staff to begin
implementation of the intervention with a student• All school staff know about, understand their role with, and
know the referral process for CICO
–SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant
organization by referring staff… it’s not a targeted intervention
What is a Tier 2/Targeted Intervention?
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• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school• Flexible intervention based on assessment
– Functional Assessment
• Adequate resources (admin, team)– Weekly meeting, plus 10 hours a week
• Student chooses to participate• Continuous monitoring for decision-making
Major Features of Targeted Interventions
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What is function based support?
• Foundations in behavioral theory, applied behavior analysis, & pbis
• 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.
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Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
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Examples…
“Behavior Education Program” – Fern Ridge Middle School, OR
“Check-in Check-out”– Bethel School District, OR
“H.U.G.”– Tualatin Elementary School, OR
• “Social Skills Club”– Missouri
• “Think Time”– University of Nebraska
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Behavior Education Plan (BEP)
(Hawkin, Horner, & March, 2002)
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Referral, Assessment, & Orientation
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GOALS: 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name____________________ Date ____________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
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SWIS-CICO
Support Plan Change Description
10/06/2009 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
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SWIS-CICO Report
Support Plan Change
Description
09/10/2008 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
Begin Simple FAA?
Begin Simple FAA?
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Behavior Review Decision Flowchart
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Components of SWPBS1. Primary Prevention School-
wide/Classroom Systems– SW-PBS Team– School Rules– Define & Teach:
• Expectations• Routines
– Acknowledgment System
– Consequences & Decision Making
– Handbook
2. Secondary Prevention Specialized Group Systems – Training/ Support
opportunities– Individual Teacher
Support– Targeted Group
Interventions
3. Tertiary Prevention Individual Student System– Behavior Support Plan– FBA/BIP – Intensive
Individualized Interventions
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Tier 3 Interventions
• Students requiring individualized assessment & intervention
• Have not responded to Tier 1 & 2 interventions
• BSP/FAA/BIP & Wraparound supports
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For Students with INTENSIVE needs (Tier 3) we need:
– Interventions individualized to the specific needs of the student
– Expertise in the presenting area of concern• Behavior Specialist for behavioral concerns• Knowledge of Student• Knowledge of Context
– Practical FBA or Comprehensive FBA to directly inform development of a Behavior Support Plan
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Practical FBA/Comprehensive FBA• Pre-functional assessment interview • Defines
– Problem behaviors– Routines where problems most likely– Hypothesis statement
• Triggers, behaviors, consequences• Function
• Conducts Observations• Create Behavior Support Plan
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Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Improve “Fit”Improve “Fit”
Start w/ effective, efficient, & relevant, doable
Start w/ effective, efficient, & relevant, doable
Prepare & support implementation
Prepare & support implementation
ImplementationFidelity
MaximumStudent
Outcomes
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SCCOE PBIS TAC Training Scope and Sequence
Year 1: Universal Systems: Tier 1Year 2: Secondary Systems: Tier 1/2
Team Initiated Problem Solving Check In/Check Out
Year 3: Tertiary/Indiv. Student Systems: Tier 2/3 Practical FBA/BSPPBIS Coaching TrainingPBIS Coaches NetworkDistrict PBIS Leadership Team TrainingSchool-wide Information System (SWIS)
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Northern California PBIS TAC Training Sequence
Training is provided over a three-year period• Professional Development Sessions
• Tier 1 SWPBIS Site Team(4 x first year)
• Tier 2/3 PBIS Site Team(4 x second year and 4 x third year)
• Coaches Training/Coaches Network (3 x first year, 4 x second/third year)
• District Leadership Action Planning (1 x per year)
• Design and planning time• On-site technical assistance
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Commitment of Personnel
Site Teams–Site Administrator–General Education Staff–Special Education Staff–Classified Staff–PBIS Coach
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Stages of Implementation
• Implementation is not an event
• It’s a mission-oriented process involving multiple decisions, actions, and corrections
• Commitment Required
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Stages of Implementation
• Exploration• Installation• Initial Implementation• Full Implementation• Innovation• Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
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Questions?
Next Steps