1. Overview: Basic Behavior Principles and Problem-Solving at Tier 1 Monthly Coaching Meeting DC Name & Contact Information Date
Remember: All items in RED throughout the ppt. are areas for personalization and/or discussion by the PBIS DC. Be sure to add the DC’s name and contact information and include the current meeting date.
DCs: Be sure to review the module in it’s entirety prior to the meeting to ensure ease of presentation and to customize the module, as needed, or desired

2. Agenda
Review the impact of basic behavior principles on Tier 1 PBIS implementation
Identify the basic principles of behavior
Align the behavior principles with the problem-solving process
Review hypothesis and intervention design to address Tier 1 problem behavior
This is the agenda for this module. All of these areas will be covered with time for discussion in order to enhance the implementation of PBIS school-wide.
Note: This module provides only an overview of the basic principles of behavior aligned with the 4-step problem solving (P/S) process and how that impacts the effective implementation of Tier 1 PBIS. This module is not intended to be a ‘training’ on how to effectively implement Tier 1 or the problem-solving process. Instead, it is intended to be used as a starting point for discussion about where teams are in understanding and applying:
Basic principles of behavior at Tier 1
Implementing the 4-step P/S process
Designing effective interventions aligned with the basic principles of behavior
Based on the information gathered using this module, DCs should provide additional PD to address specific areas of need. Your FLPBIS project contact is also available to assist in planning and developing these addition coaching supports.

3. ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized
Multi-Tiered System of Supports (MTSS)
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized
Interventions & Supports Intensive instruction and interventions based on individual student need, in addition to and aligned with Tiers 1 & 2 academic and behavior instruction and supports.
Tier 2: Supplemental
Interventions & Supports Supplemental, targeted instruction & interventions, in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal
Instruction & Supports General academic and behavior instruction and support provided to all students in all settings.
Briefly review the multi-tiered system of supports framework and explore any areas of concern or provide clarification, as needed. Emphasize that this module will only be addressing the basic principles of behavior as aligned with Tier 1 and the problem solving (P/S) process.
Note: There is another coaching module which focuses on the basic principles of behavior aligned with the problem solving process for Tiers 2 & 3.

4. Basic Principles of Behavior Why are they important?
SW Tier 1 PBIS (implementation)
Developing effective behavior instruction
Effective action plan development
Systems change
SUPPORT…
These are some of the key reasons why it is important that PBIS school-based teams understand the basic principles of behavior at Tier 1.
Review each point and stress that developing and implementing an effective Tier 1 behavior curriculum requires a good understanding of how the basic principles of behavior should be embedded in the problem solving process to support the design of appropriate instruction and interventions.
NOTE: The team should ensure that all key stakeholders at their school (teachers, paras, admin, bus drivers, etc. “all staff”) understand these principles. This is often a philosophical shift for some and providing a brief training/overview to their staff might be beneficial.

5. How might examples 2 and 4 align with Tier 1 school-wide expectations?
Discussion
What is Behavior?
School-Wide Examples
Out of seat on bus
Arriving to class on time
Pushing in hallway
Quietly going through the lunch line
Anything we say or do
A response or reaction to our environment
Something that can be observed & measured
NOTE: The items in each category are animated and appear with mouse click.
First: Ask coaches to describe/define behavior? Have someone record the responses on chart paper. Be sure to clarify that everyone’s response is valid and this is not a time to discuss the responses, but to simply record the descriptions.
Next: Click on the responses provided under ‘What is Behavior’ and discuss them in relation to the recorded responses.
Then: Ask the coaches to provide examples of Tier 1 SW ‘behavior’ on their campus and record their responses on the chart paper.
Finally: Click on the examples provided and, if needed, add other examples specific to situations in your district.
Click to show the final discussion question
Note whether or not appropriate behavior, as well as problem behaviors are provided. If the emphasis is on problem-behavior (i.e., most examples are ‘negative’), be sure to review the SW expectations. Stress that the expectations are the core behavior curriculum and must be taught to students since they are the foundation for SW PBIS.
NOTE: DCs may want to provide some examples of behaviors to help conceptualize overlap with academics (e.g.., reading fluency is a behavior, math fact accuracy is a behavior).
Discussion:
How might examples 2 and 4 align with Tier 1 school-wide expectations?

6. Basic Behavior Principles ABCs of Behavior
(Prevention)
Antecedents
Events that occur immediately before the behavior
Increase likelihood of behavior to occur
(Teaching New Skills)
Behavior
Anything that can be observed and measured
Consequences & Reinforcers
Events that occur immediately after the behavior
Increase likelihood behavior continues
Motivation
All behavior occurs for a reason or purpose
Modeling
Strengths, weakens, or maintains behavior
This slide is intended to build common language and common understanding about the basic principles of behavior. It is essential to address each of these key elements as the teams go through the P/S process in order to decrease Tier 1 behavior concerns.
Although the ABCs specifically align with antecedents, behavior, and consequences/reinforcers; motivation and modeling are also essential and need to be addressed at Tier 1.
The basic principles of behavior provide a framework for teams to develop effective instruction and interventions since each aspect is aligned with the steps of the P/S process in this module.
For example: It is important for teams to determine the antecedents around a specific problem behavior. This will assist them in developing strategies to prevent the problems from occurring. Identifying the specific problem behaviors will assist teams in identifying the skills that need to be taught so student can engage in the appropriate/desired behaviors. Finally, correctly determining the motivation for the behavior, and specifically what consequences are maintaining those behaviors, will assist in the identification of appropriate reinforcers to support the new skills being taught.

7. Behavior Principles & Problem-Solving Guiding Questions
Step 1
Problem Identification
What school-wide problem behaviors are occurring most?
When and where are these problems occurring?
Who is involved? (e.g. race/ethnicity, SWD, gender)
Step 2
Problem Analysis
Why are the problem behaviors occurring? (antecedents and motivation)
Step 3
Designing Interventions
How will we decrease the likelihood the problems occur? (antecedents)
What skills are needed to engage in desired behavior? (teach)
How will new skills be demonstrated? (model & reinforce)
Step 4
Evaluation - Response to Intervention
Are the instructional strategies working?
How do we know?
Here the 4-step problem-solving process is aligned with the basic principles of behavior. The guiding questions will assist teams as they go through the process to focus their discussion and to address each principle in order to provide/develop effective supports.
DCs may want to begin by asking the coaches how many PBIS teams engage in 4-step problem-solving (P/S) around their data during their monthly meetings. Then, briefly review the questions in each step, which will be addressed in greater detail throughout the module.
Based on the responses to the questions above about teams using 4-step P/S during their meetings, DCs may want to provide additional PD and job-embedded coaching specifically around the P/S process. FLPBIS project contacts are also available to assist in the planning and development of more intense PD and coaching supports.
Reminder: This module is not intended as a ‘teaching/training’ module on implementing the problem-solving process. There is a stand-alone module available on the FLPBIS website that covers the data-driven problem-solving in more detail..

8. Step 1: Identifying the Tier 1 Problem
The difference between the inappropriate behaviors students are currently exhibiting on campus and the appropriate behaviors the students should demonstrate instead. (Goal).
Guiding Questions
SW Data Sources
What problem behaviors are occurring most often school-wide? (Behavior)
Where are the problems occurring? (antecedents)
When are the problems occurring? (antecedents)
Who is involved? (e.g. grade-level, class, race/ethnicity, SWD, gender, etc.)
What consequence(s) are given most often? (motivation)
Office referrals by
Problem behavior
Location
Time of day
Students & Staff
Motivation
Administrative decision
The first step in the problem solving process is to accurately identify the problem. Essentially this requires teams to determine the difference between what is currently happening on campus and what behaviors the school would like to see students demonstrate in place of the problem behaviors. Reviewing data and correctly identifying problem areas is important for accurately completing other steps within the process.
PBIS teams need to review their SW behavior data monthly to answer the guiding questions (1st column) using the data sources (column 2) in order to identify the problem behaviors for the focus of instruction/interventions.
DCs should poll the coaches to determine how many are looking at their SW data. Each column appears with a mouse click, allowing DCs for this polling process to occur.
Remember: This module only provides an overview to the problem solving process for Tier 1. If more training and PD/coaching are required to effectively implement the process in districts & schools, DCs should contact the FLPBIS Project to secure additional support.

9. Tier 1 School-Wide Problem Behaviors
Examples Based on Data
7th grade teachers are giving the majority of the tardy referrals to students consistently coming late to their first period.
The majority of referrals written outside of class are to 8th grade students engaging in ‘disruptive’, hands-on behaviors in the hallway.
Most of the lunchroom referrals were written by cafeteria staff for excessively loud talking/yelling (disruption) during lunch mainly by the 6th graders.
What are some examples from your campus?
Here are detailed examples of Tier I problem behaviors based on SW behavior data. These include more detail than the behaviors noted on slide 5. Ask the group to generate more examples from their school sites
Discuss how these examples would support more effective problem solving and instructional design than those noted earlier (i.e., Out of seat on bus; Pushing in hallway) For example: These provide information about the specific problems (tardy & disruption); indicate who is involved (7th, 8th 6th graders); pinpoint where & when the problems are occurring (first period, hallway, cafeteria). This additional information begins to narrow the scope of intervention design and implementation.

10. Step 2: Problem Analysis Tier 1 Behavior Motivation & Consequences
Attention
adult, peer
Tangible
object, task, activity
Sensory Stimulation
ESCAPE/
AVOID
GET/
OBTAIN
Motivation
Best guess as to ‘why’ the Tier 1 behaviors are occurring
Helps identify expectations and skills to teach
Identifies appropriate reinforcers
In Step 2, teams begin to analyze the SW data supporting the identified problem behavior. In problem analysis, teams begin to look at the potential “motivation” of the behavior.
There are only 2 motivations (or functions) for ALL behavior supported by research. When working towards identifying behavioral motivators, teams must look at the antecedents & consequences surrounding the occurrence of the behavior.
NOTE: People tend to forget to look at sensory stimulation as a function/motivator. (i.e. food smells in cafeteria, loud noises in the gym/assembly, crowded bus). However, sensory stimulation is most often aligned with Tiers 2 & 3 supports vs. Tier 1.

11. Step 2: Problem Analysis at Tier 1 Behavior ABC Examples
Antecedent
Occurs prior to behavior
7th graders gather around lockers before 1st period
Groups of 8th graders are in the halls during transitions
6th graders are in the cafeteria with only 1 staff
Behavior
The observable, measurable action
Students talking with peers; Tardy to class
Students pushing in hall, Engage in horseplay
6th graders yelling and talking loudly at lunch
Motivation
(Reinforcer)
Event/response that immediately follows the behavior
Peer attention at locker, in halls & at lunch
Possible delay in starting class work
Consequence
Event/response that follows the behavior
Tardy referral
Disruption referral
This slide aligns the information from slide 6 regarding the ABCs of behavior with the Tier 1 behavior examples from slide 9.
Review these examples with the coaches and develop additional examples based on the behaviors from their schools that were shared during the discussion of slide 9.

12. ABCs of Behavior at Work Example
Step 1: Problem ID
7th grade teachers are giving the majority of tardy referrals for students
consistently coming late to their first period class.
Step 2: ABC Problem Analysis
Antecedents
Behaviors
Motivation
Consequences
Students arrive at school & go to their lockers.
Students meet their peers at their lockers while getting materials.
Students begin talking to friends.
Students linger at the lockers engaging their peers.
Students get attention from their peers.
Students escape or are able to delay start of classwork.
Other?
Students are late to class.
Students are given a referral for being tardy.
This slide provides more detail about how the ABCs align with and support the problem solving process at Tier 1 using the first example from slide 9.
It also provides a framework regarding how the discussion might unfold during a school-based Tier 1 team meeting once the initial problem behaviors are identified.
Review the template information and discuss other possible motivators and/or consequences.

13. Step 2: Problem Analysis Hypothesis Development Using the ABCs
When (antecedent) occurs, students engage in (behavior). As a result, the students are able to (motivation/purpose).
Example:
When the 7th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends.
As a result, they get to spend additional time with their peers
(motivation = peer attention)
During Step 2 of the P/S process, teams should develop a hypothesis to review in order to confirm their data collection and analysis.
Initially, teams may want to write down their hypothesis, as that might assist them in learning P/S and ensuring fidelity of the process. However, as teams become more skilled at this step, the hypothesis development might become more informal, BUT must always be a part of the P/S process.
The template above will help teams organize the data and their thoughts into a cohesive framework. This step is important for Step 3: Instruction/Intervention Design.

14. Step 3: Designing Effective Instruction Using Behavior ABCs
Antecedents
Informs the strategies or instruction to be provided to prevent or reduce the likelihood the problem behaviors will occur
Behavior
Determines the expectation(s) not met and the new skills to teach and model
Motivation (Reinforcer)
Informs the development of effective reinforcers
Consequences
Helps determine if current responses are effective
May reinforce the problem behavior
By identifying the ABCs during step 2, teams are more easily able to develop effective instruction strategies to address the problems identified.
This slide provides the rationale as to how the ABCs are able to inform instruction design.
REMEMBER: PBSI teams must always align the problem behaviors that are occurring with the expectation that is not being met. This will help them determine the instructional strategies to enhance or what new strategies need to be developed and taught. Teams must teach the expectations and align specific behaviors to those expectations. This provides DCs with an opportunities to refresh the teams about the initial T1 training which focused on developing and teacher expectations and rules!

15. Step 3: Instructional Planning & Implementation
Step 2 Example Hypothesis
When the 7th grade students arrive in the morning, they go to their lockers to get their materials and begin talking with their friends. As a result, they get to spend additional time with their peers (motivation = peer attention)
Step 3: What are we going to do about it?
Antecedents
What environmental changes need to occur to prevent the students from lingering in the halls? (Prevent tardy behavior)
Behavior
What expectation(s) and/or rules need to be taught? (Teach)
Consequences
What response might be appropriate when student are ‘on time’ to class? (Motivation & Reinforcement)
What response might be effective in reducing tardies? (Consequence)
During step 3, teams need to develop appropriate instructional strategies to address the concerns in the hypothesis. This slides provides questions the team might ask to guide that process. DCs should review and discuss the questions provided with the coaches. Keep in mind:
Antecedent or prevention strategies address the environmental changes that need to be made to decrease the likelihood the problem behavior will continue. Focus on the fact that these changes do not just address student behavior, but include teacher/staff behavior, as well.
Teaching strategies focus on the behavioral expectations, aligned with the rules for the problem area (i.e., hallway/locker). What expectation and rule are not being met by students engaging in the problem behavior. That will dictate the teaching strategies to be implemented.
Reinforcement strategies must be aligned with the motivation for the students’ behaviors. (i.e., If students are seeking peer attention, there needs to be a way for them to obtain peer attention and still be on time to class.)
The next 3 slides will provide more information on each the strategies for each of the ABCs.

16. Step 3: Plan Development Antecedent/Prevention Strategies
Example Hypothesis:
When the 7th grade students arrive in the morning, they go to their
lockers to get their materials and begin talking with their friends. As a result, they get to spend additional time with their peers and are tardy to class.
Antecedent
Prevention Strategies
Students arrive at school & go to their lockers.
Students meet their peers at their lockers while getting materials.
Staff will be stationed in the hallway by the 7th grade lockers to remind students to get their materials and go directly to class.
Staff will randomly give “Tiger Paws” to students getting their materials and going to class immediately for meeting the expectation “Be Responsible”
1-minute ‘warning’ bell will be initiated prior to the first period tardy bell to cue students they only have 1 minute left to get to class on time.
Other possible strategies?
This slides provides example strategies schools might utilize to address the problem identified in the hypothesis.
Discuss other possible prevention strategies with the coaches.

17. Step 3: Plan Development Teach
Problem
Behavior
Expectation
Teaching Expectations
‘Be Responsible’
Students talk to friends and linger at their lockers engaging their peers.
Students will ‘Be Responsible’ by being on time to class.
All 7th grade homeroom teachers will reteach the lesson for the expectation, ‘Be Responsible’. Being responsible means ‘being on time’ to class.
Lessons will be taught each morning for 2 weeks and every Monday thereafter.
Teachers & students will provide examples and non-examples.
All teachers will prompt students prior to the end of each class and at the end of the day to ‘Be Responsible’ by being on time to all classes.
Other possible strategies?
Discuss other possible strategies to teach the expectation and rule. Some might include:
Language Arts: Students will get in groups and write about the reasons people should be ‘on time’.
Social Skills: discuss why ‘being on time’ & “being responsible’ are important both in school and outside of school (i.e., work environment, etc.)
Math: have students track and graph on time behavior across various classes and/or activities

18. Step 3: Plan Development Reinforce
Motivation
Motivation Reinforcer
Administering Reinforcers
Students get attention from their peers.
Students on time to class earn 2 mins of free time with friends at the end of class. (peer attention)
Students may trade in ‘Tiger Paws’ earned for coming to class on time:
Choice of partner for assignment (1)
Shortened homework (3)
Fast pass for lunch line (5)
Other possible reinforcers?
Staff will immediately give “Tiger Paws” to students who get their materials from their lockers & go directly to class.
Note:
Reinforcers are most effective when given consistently and immediately upon display of appropriate behavior
Here are some example strategies to be implemented to reinforce ‘on time’ behavior.
Discuss these strategies and brainstorm additional strategies with the coaches

19. Effectively Using Behavior ABCs at Tier 1 Summary
Behavior Is Learned
Consequences/Reinforcers
Behavior can be changed by teaching and reinforcing new skills:
Determine the behaviors to be demonstrated (Tier 1 Expectations)
Clarify the skills needed to engage in the appropriate behaviors
Teach, model, and prompt the expectations
Strengthen, Weaken or Maintain Behavior
Reward students for demonstrating the expectations
Alter previous consequences so inappropriate, problem behavior is no longer reinforced
This slide provides a summary or ‘big’ picture regarding the ABCs of behavior at tier 1. Review and discuss with the coaches.

20. Effective Instruction Examples
Behavior is strengthened, weakened, or maintained through modeling.
Weakened
Students may be less likely to mingle at their lockers when they see peers earning ‘Tiger Paws’ for getting their materials and going directly to class.
Strengthened
Students may be more likely to get to class on time when they see peers earning extra points & the opportunity for uninterrupted free time.
Maintained
Students may continue to be tardy if their teacher is consistently late to class.
Here are some examples to highlight this last summary point of why we use ABCs in intervention planning.
Ask the coaches to brainstorm other examples if needed.

21. Discussion and Next Steps
How does your PBIS team currently use the behavioral ABCs in during your monthly meetings?
What are two takeaways from this review that you might use with your PBIS team?
DC: Include additional questions or promote next steps

22. Wrap-Up Discussion Questions? Closing thoughts? Topics to Explore?
Next Meeting? (Date, Time, Location)
‘Ticket-Out-the-Door’
Use this time to answer any final questions, explore other topics of interest to the coaches, review the next meeting data/time/location.
Animation: items appears with mouse ‘click’
The ‘Ticket-out-the-Door’ option is provided as a means of ensuring coaches participate in the coaching meeting. Prior to starting the meeting determine what you will require the coaches to submit at the close of the meeting to support that they have been attentive and actively participating.
For Example: Have coaches write down the most significant barrier they have encountered at their school in getting teachers to implement PBIS in the classroom and one strategy based on this module, they might try when supporting teachers to implement effective PBIS in the classroom. Include the school name, coach name, and date.
This will also provide DCs with potential professional learning topics and/or supports.

23. Contact Information and Resources
FLPBS MTSS Project
Phone: (813)
Fax: (813)
Facebook:
FLPBIS on Twitter:
OSEP TA Center on PBIS
Association on PBS