1. Impacting Students with Autism through All 3 Tiers of PBIS
Bob Putnam
May Institute
National Autism Center
Kathy Gould
Illinois Autism Training and Technical Assistance Project
National PBIS Leadership Forum
October 19, 2012
Chicago, Illinois
, Ph.D. 1

2. ASD and Special Challenges for Schools
Heterogeneity
Dramatically increased prevalence
High risk of problem behaviors
Presence of massive amounts of information and misinformation regarding effective practices (e.g., via internet)
Tendencies toward litigation

3. Commonwealth of Mass, 2013

4. ASD & School Challenges - 2
Need for specialized services and supports
Structure; precise & highly systematic instructional procedures; technically sophisticated communication and social skills interventions
Essentially all students with ASD require supports, though this need can be mitigated with effective universal and secondary supports
Need exists across all levels of functioning, all ages, all placements

5. Challenges
Develop, implement with treatment integrity and maintain evidenced based practices for all students with ASD
across their school career
across all school environments

6. Implementation Levels (Unit of Analysis)
Classroom
School
Student
District
SAY: School-wide PBS practices and systems are implemented across multiple integrated and mutually supportive levels. For more details and information about taking school-wide PBS to scale, see “Blueprint for PBS Implementation” and a “PBS Implementation Checklist” which have been included in Appendices 10 & 11, respectively.
For more information about the full continuum of school-wide PBS implementation, see

7. How Do We Meet the Increasing Demand for Services?
How do we conceptualize a framework for the delivery of evidenced based practices for all students with ASD implemented with treatment integrity in an efficient and effective model?

8. Evidenced Based Interventions
Students with ASD
National Autism Center - National Standards Project (2009)
Classroom Practices
Evidence-based Practices in Classroom Management: Considerations for Research to Practice (Simonsen, Fairbanks, Briesch, Myers & Myers, 2008)

9. SWPBS is
Framework
Continuum
Academically
All 9

10. Supporting Social Competence &
Emphasize:
4 Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
SYSTEMS
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Effective implementation of an evidence-based practice requires four interactive elements that enable continuous monitoring, informed decision making, and continuous self-enhancement:
 Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.
 Practices: interventions and strategies that are evidence based.
 Data: information that is used to identify status, need for change, and effects of interventions.
 Systems: supports that are needed to enable the accurate and durable implementation of the practices of SWPBS.
PRACTICES
Supporting
Student Behavior 10

11. ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
Secondary Prevention:
Specialized Standardized Interventions for Students
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students with ASD,
Staff, & Settings
ALL

12. SWPBIS is Systems Change
Commitment of general educators to the process
Emphasis on prevention
Selection and progress monitoring of evidence based interventions
Data based decision making at each tier
Training and coaching to build internal capacity

13. Tier 1 Interventions for ASD
Interventions/services implemented with treatment integrity with progress monitoring.
Evidenced based class wide behavior support plans
Access to evidenced based communication interventions
Access to evidenced based social skills interventions, i.e.; social stories/direct instruction
Access to evidenced based academic skills interventions in place
Have appropriate visual supports in place
Parents of students with ASD have access to group based parent training and knowledge and access to outside resources

14. Tier 1 Classroom Assessment
Designing the Instructional Environment
Environmental Supports
Predict Events and Activities
Anticipate Change
Expectations
Maintaining Positive Behaviors

15. Tier 1 Classroom Assessment
Designing Instructional Activities and Methods
Presentation Style
Opportunities to Respond
Curriculum
Skills to be taught
Social Skills
Monitoring Plan Implementation
IEP goals and objectives

17. Classroom Assessment

18. Systems and Data at the Tier 1 Level
ASD team meets on a regular basis to review:
Treatment integrity data
Classroom behavior practices
Visual support practices
Communication practices
Social skills practices
Progress monitoring data
Check in Check out
Daily Behavior Report
Norm-referenced social skill assessment

19. Identification of Students at Tier 2 and 3 Levels
Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.
Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.

20. Tier 2 and 3 Interventions
Students would require more specialized interventions implemented with treatment integrity with progress monitoring.
comprehensive and more intensive assessments in the areas of problem behavior, social skills, communication skills, functional and academic skills
the development and implementation of individualized behavior support plans
the development and implementation of more intensive evidenced based interventions in the areas of problem behavior, social skills, communication skills, functional and academic skills i.e.; discrete trial interventions, naturalistic teaching interventions.

21. Tier 2 and 3 Interventions
the development and implementation of individualized home programs
the development and implementation of more intensive progress monitoring systems with support as needed, i.e.; developing IEP goals and objectives, monthly progress meetings