PBIS Tertiary Introductory Training Tertiary TeamSecondary TeamUniversal Team

AGENDA Introduce ourselves Review reasoning for creating a Tertiary Team Who should be on this team? Tertiary level PBIS introduction Case study Generation of documents Evaluation/ conclusion

Why are we meeting today? Increase understanding of functional assessment and function based behavior support. To provide a foundation for tier 3 School-wide PBIS training

Use the Same PBIS Strategies Strengths based model Create a vision and build consensus Use strong team processes Conduct a community self assessment Create a planning team that represents your community Create an action plan Meet on a regular basis Use data for decision making Retrieved from

Focus on Assets and Strengths Create strong action-oriented meetings Use data for decision making Set the stage for a positive focus – Ground rules to avoid dwelling on negatives – Bring tools to build connections – Build on existing strengths Evaluate positive outcomes and celebrate Retrieved from

Who Makes Up A Tertiary Team? PBIS CoachParents of Individual Students Classroom Teacher Special Education Teacher Guidance Counselors Administrators Social Worker Behavioral Specialist/ School Psychologist

Why Create a Tertiary Team? The program is designed to reach high-risk students that have demonstrated a high resistance to interventions. An intensive system of support is needed. The PBIS program correlates to the 3 levels of the behavioral component of RtI.

Individualized PBIS (Tertiary) For high-risk students: –History of severe problem behaviors –Demonstrated resistance to intervention –An intensive system of support is needed ~15% ~ 80% of Students ~5% Retrieved from

Tertiary Supports in Schools Traditional process: – Specialist/expert-driven Complete an observation Write a support plan The contextual fit is often ignored Limited support/follow-up/training provided Retrieved from

Step 1: Team Development Members and roles identified: – Teacher – Behavior specialist/school psychologist – Family members, paraprofessionals, special area teachers Work Styles Inventory From: mkizr1eij7gpai_files/file/id/xqtpcy0eh8xmry?1=1 &_c=zrwneygm4vxj2l&_credir= &_c= zrwneygm4vxj2l mkizr1eij7gpai_files/file/id/xqtpcy0eh8xmry?1=1 &_c=zrwneygm4vxj2l&_credir= &_c= zrwneygm4vxj2l Retrieved from

Case Study—Step 1: Team Building Rudy is a 14-year-old male in a self-contained classroom. 1 teacher, 16 students. Retrieved from

Case Study—Step 1: Team Building Teacher-- Ms. Wonderful Facilitator— PBIS Coach Results of teaming information indicate that we need a great team that meets regularly to brainstorm. Retrieved from

Step 2: Goal Setting Identify team consensus on: – Academic behavior – Social behavior – Problem behavior – Appropriate behavior Develop and begin baseline data collection Retrieved from

Case Study—Step 2: Goal Setting Decrease Increase Broad Student will communicate his wants and needs appropriately Student will interact with peers appropriately Student will comply with non-preferred activities and requests Student will decrease screaming, hitting, and getting out of his seat Student will decrease hitting, screaming at, and bossing his peers Student will decrease screaming and hitting Student will ask for a break or for attention when needed Student will initiate peer interactions using his Dynamite Student will engage in non-preferred activities and communicate his frustration using his Dynamite or an appropriate tone Behavior Social Academic Retrieved from

Case Study: Operational Definitions of Problem and Replacement Behaviors Screaming—loud, high pitched noise heard outside the classroom. Hitting—anytime student touches peers or adults with an open hand, fist, foot, or object while screaming or protesting. Expressing Frustration—using Dynamite, pictures, or signs to ask for a break or attention. Transition to non-preferred activities—moving to non- preferred activity and engaging with appropriate verbal expression (noise level ). Retrieved from

Case Study: Behavior Rating Scale With Anchors BehaviorDate Screaming9+ times 7-8 times 5-6 times 3-4 times 0-2 times Hitting8+ times 6-7 times 4-5 times 2-3 times 0-1 times Expressing Frustration 40% % 20-30% 10-20% 0-10% Transition to Nonpreferred Whimper or squeal Louder than indoor voice Outdoor play voice Louder than outdoor play Ear penetrating Retrieved from

Step 3: Assessment Checklist format: – Antecedents or Triggers (Prevent) – Function(s) of the problem behaviors (Teach) – Consequences following the problem behaviors (Reinforce) Assists team to link function of behavior to intervention plan. Please look at your photocopies of FBA’s and BIP’s. Retrieved from

The following is an example that can be used for data collection.

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Case Study—Step 3: PTR Assessment Problem Behavior Prevention DataTeach DataReinforce Data Non-preferred task 1. Reading, Math Transition 1. Preferred to non-preferred 1. Change in schedule Denied item, told no, or to fix something Other students upset/mad Teacher attending to others Gain attention 1. Peers, adults Delay Access to items Redirected Reprimanded Calm/soothe Personal space Later must complete task Loses/delays reinforcers Screaming, Hitting Retrieved from

Case Study—Step 3: PTR Assessment Appropriate Behavior Prevention DataTeach DataReinforce Data Independent work One-on-one attention Specials Peer interaction Getting attention Raising hand Sharing attention Conversation skills Taking turns Waiting Self-management Asking for break Expressing emotions Treasure box Movie Attention Helping teacher Going to media center Going outside Walk Food Prosocial Retrieved from

Step 4: Intervention (PTR) Team ranks top three intervention strategies in each of the PTR components Multi-component intervention that teacher states s/he can implement – Prevent – Teach – Reinforce Implementation plan Retrieved from

Case Study: Tips on Linking Interventions to Hypothesis Prevention strategies must address: – Giving students more attention – Changing non-preferred task Presentation (how it is given to student; how it looks) Content (embedding preferences) – Changing environment surrounding independent work time Teach strategies must address: – How to get attention appropriately – How to get a delay appropriately – How to access preferred item appropriately Reinforce strategies must address: – Giving student attention/help – Giving student a delay – Giving student access to preferred activities Retrieved from

Step 5: Evaluation Data-based decision-making – Identifying what is working; what is not and WHY Expanding into other routines: start in one area Continuing team meetings – Planning time – Cohesiveness Retrieved from

Questions?

Other Document Ideas (borrowed from various sources) Retrieved from

References Retrieved from