1. Overview: Basic Behavior Principles and Problem-Solving at Tier 2 & 3 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
Understand the importance of behavior principles at Tier 2 and 3
Review Tier 2 and 3 Behavior ‘ABCs’
Using the behavior principles for effective problem-solving at Tier 2 and 3
Develop sample hypotheses and interventions to address targeted group and individual problem behaviors
This is the agenda for this module. All of these areas will be covered with time for discussion.
Note: This module provides only an overview of the basic principles of behavior aligned with the 4-step problem solving (P/S) process. This module is not intended to be a ‘training’ on how to effectively implement problem-solving at Tier 2 and Tier 3. 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 Tiers 2/3
Implementing the 4-step P/S process
Designing effective interventions aligned with the 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 be addressing the principles of behavior as aligned with Tiers 2 & 3 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 Tier 1.

4. Basic Principles of Behavior Why are they important?
Tier 1 PBIS
Foundation for Tiers & 3
Effective problem-solving for groups & individual students
Designing effective strategies for groups & individual students
Effective Tier 2 & 3 systems (MTSS)
SUPPORT…
These are some of the key reasons why it is important that PBIS teams understand the basic principles of behavior within a multi-tiered system (MTSS)
Review each point and stress that developing and implementing an effective Tier 1 behavior curriculum is the foundation for supporting Tier 2/3 problem solving and intervention design.
NOTE: The team should ensure that all key stakeholders at their school (teachers, paras, admin, bus drivers, etc. “all staff”) understand why the basic principles of behavior are significant for effectively implementing PBIS across the tiers. This may be a philosophical shift for some and providing a brief training/overview to their staff might be beneficial. The FLPBIS project has materials and resources to support teams providing a brief basic overview on the principles of behavior and their significance for PBIS. Please contact your FLPBIS Project contact to discuss these resources in greater detail.

5. How are these examples aligned with Tier 1 SW expectations?
Discussion
Behavior
Tier 2 Examples
Chronic calling out in class
Chronically late to math
Shuffling papers in small group disrupting others
Limited homework completion
Anything we say or do in response to our environment
Something that can be observed & measured
Serves a function or purpose (‘why’)
Results in a desired outcome
Predictable
Learned and can be changed
Tier 3 Examples
NOTE: Each category is animated and appears 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 coaches responses that were recorded.
Then: Ask the coaches to provide examples of Tier 2 ‘behavior problems’ on their campus and record their responses on the chart paper. Do the same for Tier 3 problem behaviors and record on 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
Stress that the expectations are the core behavior curriculum and must be taught to students since the expectations are the foundation for SWPBIS and therefore should align with skill development at Tiers 2 & 3. (i.e., behaviors to ‘teach’ at Tiers 2/3 should be tied to the SW expectations.)
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).
Throwing materials
Cursing
Yelling at peers
Knocking over furniture
How are these examples aligned with Tier 1 SW expectations?

6. Behavior Principles The ABCs of Behavior
Events that occur immediately prior to the behavior (fast trigger)
Increase the likelihood behavior will occur
Antecedents
(Prevention)
Events that occur prior to the behavior, but are delayed in time (slow trigger)
Setting Events
Anything that can be observed and measured
Behavior
(Teaching New Skills)
Events that occur after the behavior (immediate & delayed)
Strengthen, weaken, or maintain the behavior
Consequences & Reinforcers
The reason or purpose behavior occurs (‘why’)
Function
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.
Although A B C specifically align with antecedents, behavior, and consequences/reinforcers, function is extremely important as a variable to be considered when designing effective instruction and interventions at Tiers 2/3. Function is often informed by the consequences/reinforcers provided to students for engaging in certain behaviors.
The basic principles of behavior provide a framework for teams to develop effective interventions since each aspect is aligned with the steps of the P/S process in this module.
Be sure to discuss the difference between antecedents and setting events as these are very often viewed as one and the same.
Within antecedents it is helpful to think about both the event/context immediately before the problem behavior (often referred to ‘fast triggers’), as well as the setting events. Stress that setting events are those situations that occur prior to the behavior, but are removed/delayed in time, often referred to as ‘slow triggers’. Setting events may often NOT be obvious/apparent to school staff as they may occur prior to the student arriving at school or prior to the student’s arrival to class.
For consequences, it may be good to define that this is not always negative as is commonly thought with the term. Nor is it only the ‘final’ administrative or teacher decision such as a time out or referral. Rather consequences are the events, actions, responses of others that occur IMMEDIATELY after the behavior occurs.
Consequences are important to identify as they point to and/or help support the identification of the ‘function’ of the behavior and help in the design of effective interventions to change the behavior.

7. Behavior Principles & Problem-Solving Guiding Questions
What problem behaviors are occurring?
When and where are the problems occurring?
Who is involved? (e.g. race/ethnicity, SWD, gender)
Step 1
Problem Identification
Why are the behaviors occurring? (antecedents & setting events)
What is the function of the behavior?
Step 2
Problem Analysis
How will we decrease the likelihood problem behavior occurs? (antecedents)
What skills are needed to engage in desired behavior? (teach)
How will new skills be acknowledged? (reinforce)
Step 3
Designing Interventions
Are the interventions working?
How do we know?
Step 4
Evaluation - Response to Intervention
The 4-step problem-solving process is aligned with the basic principles of behavior. The guiding questions are provided to assist teams as they go through the process helping to focus their discussion.
DCs may want to begin by asking the coaches how many PBIS teams engage in 4-step problem-solving (P/S) on a regularly basis using their data. Then, briefly review the questions in each step, which will be addressed in greater detail throughout the module.
Based on the coaches’ 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 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: Problem Identification Tiers 2 & 3 What is the problem?
Guiding Questions
Data Sources
What problems are occurring? (Behavior)
When & where are they happening? (antecedent)
What is the context in which they occur? (antecedent)
Who is involved?
What consequence is given? (function)
Office referrals
Classroom/Teacher-managed referrals
Attendance
ISS/OSS
Grades, GPA, course failures
Teacher nominations
Universal Screeners
Tier 2 behavior data
Observations
Teacher input
The first step in the problem solving process is to accurately identify the problem. Essentially this requires teams to determine the difference between what behaviors students are currently demonstrating and the behaviors/expectations the school would like to see students demonstrate in place of the problems.
PBIS teams must review various data sources as the beginning of problem identification. This includes SW T1 data, in addition to other sources of data. Other sources of data might include teacher nominations or data obtained through the use of Universal Screeners. These additional data sources allow teams to begin drilling down into Tier 2 and 3 areas of concern.
DCs: Think about polling the coaches to determine how many are looking at their school’s data on a monthly or bi-monthly basis.
Each column and the discussion question appear with a mouse click.
Remember: This module only provides an overview to the problem solving process. 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.
What are some other possible data sources for Tier 2? Tier 3?

9. Step 1: Problem Identification
Problem: The difference between the behavior the student is
exhibiting(current) & the desired behavior. (Expectations)
Define the Behavior
(Observable & Measurable)
Current Level - Problem
Tier 2
1. Describe the
problem behavior.
2. How many students
(# or %) engage
in the behavior?
3. Where & when
does it occur?
Tier 3
1. Describe individual
student behaviors?
2. How often, where &
when does it occurs?
Desired Level - Goal
Tier 2 & 3
1. What do we want
to see?
(Expectations)
2. What trend do we
want to see?
(Increase appropriate;
Decrease problem)
So in order to determine the difference between what behaviors students are currently demonstrating and the behaviors/expectations the school would like to see students demonstrate in place of the problems the behavior must be well-defined (observable/measurable).
Accurate problem ‘identified’ is essential for teams to successfully move through all the steps in the problem solving process. A “well-defined” problem behavior assists teams with effective problem analysis (step 2) and developing the most effective plans (step 3) to reduce the problem.
REMEMBER: When defining a problem at Tier 2 teams are looking at small group needs, so teams should consider the number of students or percentage of students engaged in a specific problem behavior (i.e., current level of problem behavior). At Tier 3, teams are trying to accurately define an individual student’s problem behavior.
It is also important to think of replacement behaviors since teaching an alternative or replacement behavior will be an essential part of the intervention plan.

10. Tier 2 & 3 Problem Identification Examples
Tier 2 – Targeted Group
Tier 3 – Individual Student
Twelve, 3rd graders have earned at least 2 referrals for chronic disruption during small group activities and independent work.
Ten, 6th graders demonstrate verbal aggression in their content reading course.
20% of the 10th graders are missing 50+% of instructional days.
Steven roams the room and talks to his peers every day during independent math time.
Rohan is routinely late to 1st & 4th periods.
Natasha, a 7th grader, is performing on a 5th grade level. She swears, screams, and/or throw things during small group reading and seatwork.
Included here are just a few examples of problem behaviors at Tier 2 and Tier 3.
Have the coaches generate more examples that are currently occurring on their campus.
Each column and the discussion prompt appear with mouse click.
Provide additional examples from situations
on your campus.

11. Step 2: Problem Analysis Why is the problem occurring?
Attention
(adult, peer)
Tangible
(object, task, activity)
Sensory Stimulation
AVOID/
ESCAPE
GET/ OBTAIN
GET/ OBTAIN
Function of Behavior
Tier 2 and 3
Best guess as to ‘why’ problem behaviors occur
Helps identify new skills to teach
Supports the identification of appropriate reinforcers
All behavior occurs for a reason or as a response to an event, situation, interaction in one’s environment.
STRESS: All functions of behavior fall within 2 categories… to Get or to Avoid. These are the only functions supported by research.
Often times educators describe student behaviors as wanting “control,” or “to press buttons”. If the team looks a bit deeper into the behaviors based on the antecedents and consequences surrounding the behavior, they would be able to determined that the student engages in ‘controlling’ behavior to “get something” (i.e. peer/adult attention, a desired task, etc.) or to ‘avoid‘ something (i.e., task, activity, peer/adult, etc.). So ultimately, the “controlling” behavior occurs to ‘get’ or to ‘escape’… one of the two research-based functions of behavior.
As indicated above, when trying to determine function, it is important to look at the antecedents (events/situations/actions) that occurred prior to the behavior, as well as the consequences (events/actions) that occurred immediately after the behavior.
By accurately identifying the function of inappropriate behavior, teams will be able to determine what expectation the student is not meeting and what skills (replacement behaviors) needs to be taught.
Reminder: Educators tend to forget to look at sensory stimulation as a function. Ask participants for some examples (i.e. food smells in cafeteria, loud noises in the gym/assembly, crowded bus).
AVOID/
ESCAPE

12. Step 2: Problem Analysis at Tier 2 & 3 ABC Examples
Occurs immediately prior to the problem behavior
Tier 2: Student is asked to read in small group
Tier 3: Student is given a paper/pencil worksheet (non-preferred)
Antecedents
Occurs prior to the problem behavior, but delayed in time
Tier 2 or 3: Missed the bus, missed breakfast, conflict with family member prior to arriving at school
Setting Events
The observable, measurable action
Tier 2: Student puts head down on desk
Tier 3: Student screams, curses, & pushes materials off desk
Behavior
Event/response that follows the behavior
Tier 2: Student is skipped, teacher asks next student to read
Tier 3: Student is sent to time-out or the office with referral
Consequence
Event/response that immediately follows the behavior
Tier 2: Student gets out of reading the materials
Tier 3: Student escapes completing the worksheet
Function
(Reinforcer)
This slide aligns the ABC information (slide 6) with Tier 2/3 behavior examples (slide 10).
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 10.

13. Step 2: Problem Analysis & Hypothesis Using the Behavior ABCs
Why is the problem occurring?
Get or Obtain
Attention (Peer/Adult)
Tangible (Object, Task, Activity)
Sensory Stimulation
Escape or Avoid
Hypothesis (Best Guess)
When (antecedent) occurs, student engages in (behavior). As a result, s/he is able to (function).
When learning to implement the P/S process and to support the summarization of data collected during problem ID and problem analysis, it is important to develop a hypothesis statement. The hypothesis summarizes the ABC data, including function, and leads teams toward developing the appropriate interventions to address the problem behaviors.
The ‘template’ provided here will help teams with hypothesis development. In addition, it supports implementation fidelity of the problem solving process.

14. Tier 2 Behavior Example Using the ABCs to Form Common Groupings
Step 1: Problem ID
12 students in 3rd grade have earned at least 2 referrals for classroom disruption.
Step 2: Problem Analysis (ABCs)
Two Group Patterns 5
students
Antecedent:
Assigned independent work
Behavior
Talk to peers
Leave designated area
Consequence
Time out in class or office
Peer attention 7
Antecedent
Assigned non-preferred activity
Calling names & yelling at students in desired activity
Allowed access to the activity
Referral
NOTE: Each of the boxes appears with a separate click of the mouse to allow for greater discussion and clarification.
Tier 2 Example:
Here is an example of how a team might approach hypothesis development at Tier 2 by summarizing the data collected during Step 1 (Problem ID) and move into Step 2 (Problem analysis).
Remember: At Tier 2 teams should be looking at how to group students based on the problems identified and the suspected functions of behavior.
Above is an example situation from slide 10:
Using SW data, the Tier 2 P/S team was able to identify 12 students in the 3rd grade who received at least 2 referrals for classrooms disruptions.
Upon further analysis of the data (when disruption occurred, where/context), the team was able to divide the students into 2 groups. Five of the students engaged in disruptive behaviors when they were assigned an independent task. Seven engaged in disruption when they were assigned to a non-preferred activity.
Using the ABCs and the guiding questions, teams were able to drill down into the data more effectively in order to hypothesize (best guess) as to why the disruptions were occurring (consequence) for each group of students (i.e., looking for ‘patterns’ of behavior)

15. Tier 2 Hypothesis Development Using ABCs for Common Groupings
Hypothesis (Best Guess)
When (antecedent) occurs, students engage in (behavior).
As a result, the students are able to (function).
Grouping by Common Needs
12 students received 2 or more referrals for class disruption
When 5 students are given independent seatwork, they talk to peers and/or leave their designated area.
As a result, they receive a time-out in class or office and are able to escape the task & get peer attention
(function = escape activity & get attention)
When 7 students are denied access to a preferred activity, they call names or yell at the students accessing the activity.
As a result, they are able to obtain the desired activity.
(function = get activity)
NOTE: Each box appears on separate mouse click to allow further clarification and discussion.
Tier 2 Example - Hypothesis Development
Based on the information outlined on the last slide (gathered during Step 1 and further explored in Step 2), the Tier 2 P/S team is now able to generate hypotheses for each of the groups of students (12 total) who may benefit from receiving Tier 2 supports.
By reviewing the consequences/reinforcers that occurred as a response to the disruption for each student, the team was able to make a ‘best guess’ as to why the behavior occurred (function). For example: time-out=escape, talk to peers = peer attention, allowed activity = get, referral = escape non-preferred)
The data also allowed the team to group the students based on the function of the disruptive behaviors, resulting in the development of two groups.
These groupings based on function will inform intervention design in step 3.

16. Tier 3 Behavior Example Individual Student
Step 1: Problem ID
Natasha, a 7th grader, is performing on a 5th grade level. She often swears, screams, and throw materials during small group reading and independent seatwork.
Step 2: ABC Problem Analysis
Antecedent
Behavior
Consequences
Asked to read in small group
Given a independent assignment
Swears, screams, and throws materials
Sent to the Behavior Specialist
Sent to the office
Tier 3 Example
At Tier 3, the P/S team uses the same process outlined in the previous slides for Tier 2, with the exception that they will only be looking at individual student behavior vs. groups of students exhibiting the same or similar behaviors.
The team will review multiple data sources (see slide 8) using the P/S guiding questions (slide 7) and the ABCs to determine the ‘function’ of the behavior, develop an hypothesis, and design effective interventions. The information above was gathered from various data sources (i.e. ODRs, teacher-managed referrals, grades, ISS, teacher reports/input, observations, etc.)
Above is an example situation from slide 10.

17. Tier 3 Hypothesis Development
(Best Guess)
When (antecedent) occurs, student engages in (behavior).
As a result, the student is able to (function).
When Natasha is given an independent assignment or asked to read in small group, she often swears, screams, and/or throw things.
As a result, she is sent to the Behavior Specialist or to the office and is able to escape the task or activity.
(function = escape)
Tier 3 Example – Hypothesis Development
Based on the data gathered and analyzed in steps 1 & 2 of the P/S process, the Tier 3 behavior team was able to develop this hypothesis.

18. Step 3: Designing Effective Interventions Using Behavior ABCs
Informs the interventions to be implemented to prevent or reduce the likelihood the problem behaviors will occur
Antecedents
Determines the new skills to teach and model (aligned with SW expectations)
Behavior
Help determine function
Assess effectiveness of current responses
May reinforce the problem behavior
Consequences
Informs design of effective reinforcers for the demonstration of new skills
Function (Reinforcer)
Step 3 in the Problem-Solving Process - Rationale as to how the ABCs are able to inform instruction design
This slide illustrates how identifying the ABCs and function in problem analysis (step 2), will help teams generate effective instructional and intervention strategies to reduce problem behavior (Problem ID, Step 1) and increase desired behavior.
It is essential teams identify new skill to be taught in place of the problem behaviors. If a replacement skill aligned with the SW expectations is not identified and taught the supports are likely to be unsuccessful.
In addition, the team needs to consider what prevention strategies need to be put in place to reduce the likelihood problem behavior will occur, as well as effective reinforcers/responses to strengthen replacement behavior (new skill taught).
REMEMBER/EMPHASIZE:
PBIS teams must align the problem behaviors that are occurring with the expectation(s) that is not being met. This will help them determine 1) the instructional strategies and/or interventions needed to teach the necessary skills to meet the expectations (Tier 2) and/or 2) design intervention strategies that teach replacement behaviors and decrease the reinforcement of problem behavior (Tier 3).
Teams must teach the expectations and align specific behaviors to those expectations.
This provides DCs an opportunity to refresh coaches about the initial T1 training which focused on developing and teaching expectations and rules!

19. Step 3: Designing Interventions at Tier 2 What are we going to do?
Students will have a peer partner during ‘independent’ work (peer attention)
Students will have the choice of where to complete the task. (Desk/Table – Decrease random wandering).
Antecedents
(Prevent)
Students will participate in a study skills group to learn independent work skills, organization, and how to appropriately request assistance.
(Expectation – Be Responsible)
Behavior
(Skills to Teach)
Students will receive a SW token for earning 80% of their points on the daily point card tied to SW expectations.
Tokens may be exchanged weekly for ‘X’ minutes of free time to talk with a peer.
Consequence (Reinforcer/
Function)
Tier 2 Hypothesis
When 5 students are given independent work, they talk to peers and leave their designated area.
As a result, they receive a time-out and are able to escape the task and get peer attention
(function = escape
function = attention)
NOTE: Each A, B, C appears separately with a mouse click.
Tier 2 Example – Intervention Design (Step 3)
Above is an example of how the team would use the hypothesis, developed in step 2, to develop effective Tier 2 supports (instruction/interventions) for groups of students. Note the team returns to using the ABCs of behavior, which are aligned with the critical elements of an effective intervention plan (Prevention, Teaching, Reinforcing).
Emphasize: The critical elements of effective instruction/intervention plans are aligned with the ABCs.
Review the Tier 2 Hypothesis and each of the A, B, C, interventions with the coaches.

20. Step 3: Designing Interventions at Tier 3 What are we going to do?
Hypothesis:
When Natasha is given an independent assignment or asked to read in small group, she swears, screams, and/or throws materials.
As a result, she is sent to the Behavior Specialist or to the office and is able to escape the task or activity. (function =escape task)
Antecedents
Prevention Strategies
Natasha is given an independent assignment.
Natasha is asked to read in small group.
Prior to giving independent work, the teacher will modify the assignment to ensure it is at Natasha’s instructional level. (7th grader performing at 5th grade level)
The teacher will review the assignment individually with Natasha to ensure understanding.
The teacher will notify Natasha prior to small group reading, that she will be asked to read aloud.
The teacher and Natasha will review the passage to ensure success prior to being called on in group.
Other possible ‘prevent’ strategies?
Tier 3 Example: Intervention Design (Step 3)
Slides provide examples of intervention strategies developed using the ABCs based on the data from the Tier 3 hypothesis developed in Step 2.
Review the Antecedents and prevention strategies with the coaches
Have the coaches brainstorm other possible ‘prevent’ strategies that might be effective based on the data. This provides a good check for understanding.

21. Step 3: Intervention Design at Tier 3 Teach
Behavior
Teach Replacement Behavior
Current Behavior
Swears, screams, throws materials
Replacement Behaviors
Natasha will request a break (functional)
Natasha will remain in her area and complete tasks without disrupting peers. (desired)
New Skills
Natasha will be given a ‘break’ card and taught how and when to use it during small group reading and independent work.
Natasha will be given a checklist outlining the expected classroom behaviors for small group and independent work. These will match the SW Expectation “Be Responsible” (i.e., completing tasks, not disturbing others, etc.)
The checklist will include a prompt to ask her ‘study- buddy’ for help prior to seeking the teacher’s assistance.
Natasha will be taught how to use the checklist to monitor her behavior.
Other possible ‘teach’ strategies?
Tier 3 Example: Intervention Design (Step 3)
Slides provide examples of intervention strategies developed using the ABCs based on the data from the Tier 3 hypothesis developed in Step 2.
Review the Current & Replacement behaviors with the coaches, along with the strategies to teach the new skills/replacement behaviors
Have the coaches brainstorm other possible ‘teach’ strategies that might be effective based on the data. This provides a good check for understanding.

22. Step 3: Intervention Design at Tier 3 Reinforce
Consequences
(Reinforcers)
Replacement Behavior
Alternative Consequences
Current
Natasha is sent to the Behavior Specialist or office
Natasha is able to escape the task.
Replacement Behaviors
Natasha will request a break (functional)
Natasha will remain in her area and complete tasks without disrupting peers. (desired)
Functional Behavior Reinforcement
When Natasha requests a ‘break’ using her card as taught, she will be allowed a 5 minute break from the task. (escape task)
Desired Behavior Reinforcement
The teacher reviews the checklist with Natasha before and after small group & independent work.
Natasha will receive a check for each item on the checklist she successfully completes.
After earning ‘X’ # of checks, Natasha will be able to select from a menu of reinforcers (i.e., ‘opt-out’ of 2 questions, complete only odd or even items, read with teacher or a peer-buddy, etc.). (escape task)
Other possible reinforcers?
Tier 3 Example: Intervention Design (Step 3)
Slides provide examples of intervention strategies developed using the ABCs based on the data from the Tier 3 hypothesis developed in Step 2.
Review the Current and Replacement behavior (new skills) consequences/reinforcers with the coaches.
Have the coaches brainstorm other possible ‘reinforcement’ strategies that might be effective based on the data. This provides a good check for understanding.

23. Effectively Using Behavior ABCs at Tier 2 & 3 Summary
Behavior Is Learned
Consequences/Reinforcers
It can be altered by…
Changing variables in the environment (Prevention)
Determining new skills or replacement behaviors
Ensuring skills (replacement behaviors) are aligned with the SW Expectations
Clarifying the skills (specific behaviors) students need to demonstrate
Teaching, modeling, and prompting the new skills/behaviors (Teaching)
Strengthen, Weaken or Maintain Behavior
Reward students for demonstrating the new skills being taught. (desired behaviors)
Alter the previous consequences so the inappropriate, problem behaviors are 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.
NOTE: Each column appears with mouse click.

24. Discussion and Next Steps
How does your school’s team currently use the ABCs of behavior during Tier 2 and 3 problem- solving meetings?
What are two takeaways from this review that you will share with your school-based leadership team and Tier 2/3 problem solving teams?
Add additional questions pertinent to the needs of the school-based teams in your district and/or to promote next steps.

25. 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.

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