Northeast PBIS (NEPBIS) Coaches Training

Northeast PBIS (NEPBIS) Coaches Training
Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 3 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai Add trainer names for your event

Advance Organizer Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building In-Depth Understanding of Behavior Preparation for Next Training Event

Main Coaching Objectives
By the end of today’s meeting, you will be able to… …Describe your role as a coach. …Articulate the basic elements of SWPBS. …Identify resources for SWPBS. …Problem solve roadblocks in coaching …Facilitate your team’s activities at the next SWPBS team training.

Training Expectations:
RESPECT… Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

Coaching SWPBIS Workbook and Appendices
Tools! nepbis.org pbis.org Coaching SWPBIS Workbook and Appendices Evaluation Plan Action Plan

Activity: Coaches Please Enter Attendance
Coaches 1 min Coaches, please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

Training Organization
Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

Legend Section Header (I.A) Chapter Header (e.g., I)

Overview of Coaching in swpbis (Chapter i)

What roles do coaches play?
Coaching Roles Facilitate Content Knowledge Communicate Team meetings Activities at training events Implementation Local PBS expert Positive “nag” Link to resources (e.g., nepbis.org, Share advanced content with team Share information at faculty meetings Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate. I.A.ii

Basics of swpbis for coaches (Chapter Ii)

Critical Features of PBIS
Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate. I.C PRACTICES Supporting Culturally Relevant Evidence-based Interventions

GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate. Evaluation Implementation I.C.iv

coaching team meetings (Chapter iII)

Facilitating Effective Team Meetings (see details in Coaches’ Workbook)
Be prepared and expect others to be as well Begin on time by reviewing agenda and outcomes Involve everyone Use data to clearly and quickly define a problem before beginning problem solving Create an action plan At the end of the meeting debrief After the meeting, electronically publish meeting minutes III.A.i

coaching PBIS in the classroom (Chapter iV)

Evidence-Based PBIS Practices in Classroom
Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects. Annimation is out of order on this slide- I fixed on my computer but check on yours IV.A.i

Guidelines for Coaching PBIS in the Classroom
Coaching Individuals or Small Groups Use informal observations and teacher self assessments to gather data on the essential elements of classroom SWPBIS Provide feedback for teachers on all essential elements of classroom SWPBIS Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. Connect teachers who need support with teachers who are successfully implementing SWPBIS systems Provide technical assistance to teachers for data collection and interpretation Focus on Tier one classroom systems before developing tier 2 or 3 interventions Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.

Guidelines for Coaching PBIS in the Classroom
Developing Systems of Support Facilitate communication between the school based team and individual teachers Fade direct teacher support by facilitating connections between the building team members and teaching staff Work with building administration to facilitate networks of teachers working on implementing similar strategies Provide teachers with self monitoring tools and supports Use technology to share information and facilitate teacher communications within and across schools Work with building administrators to develop supports for teacher-to-teacher observations and mentoring Develop specific classroom support systems for new teachers Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.

coaching PBIS in non-classroom Settings (Chapter V)

Essential SWPBIS Components in Non-Classroom Settings
Positive expectations and routines taught and encouraged Active supervision by all staff (scan, move, interact) Pre-corrections and reminders Positive reinforcement Annimation is out of order on this slide- I fixed on my computer but check on yours V.A.i

Guidelines for Coaching PBIS in Non-Classroom Settings
Coaching Individuals or Small Groups Use informal observations and teacher self assessments to gather data on the essential elements of non-classroom SWPBIS Provide feedback for teachers on all essential elements of non-classroom SWPBIS Provide positive feedback to teachers on elements and systems that are already in place before giving feedback on changes that need to be made Take a problem solving approach, and listen to teacher concerns and reported barriers to implementation. Connect teachers who need support with teachers who are successfully implementing SWPBIS systems Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.

Guidelines for Coaching PBIS in Non-Classroom Settings
Developing Systems of Support Provide technical assistance to teachers for data collection and interpretation Focus on Tier one non-classroom systems before developing tier 2 or 3 interventions Facilitate communication between the school based team and individual teachers Fade direct teacher support by facilitating connections between the building team members and teaching staff Work with building administration to facilitate networks of teachers working on implementing similar strategies Provide teachers with self monitoring tools and supports Develop specific non-classroom support systems for new teachers Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.

Activity: Coaching Self-Assessment
Work individually (or with partner coach) for 15 min Review and Update Coaching Self-Assessment Develop an Action Plan to address areas for growth from your self assessment Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)

A reminder you’ll see throughout to help us remember the role.
Coach

Coaching Reports (+ or Δ)
1-2 Details to introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges

Building an Advanced Understanding of Behavior

Applied Behavior Analysis (ABA)
Three major dimensions ABA: Applied: socially important problems Behavior: observable and measurable Analytic: believable demonstration of effect Based on Baer, Wolf, & Risley (1968)

The Three Term Contingency Antecedent Behavior Consequence

The Three Term Contingency
Antecedent: Behavior: Consequence: Any “ stimulus that precedes a behavior” “Any observable and measurable act of an individual (also called a response).” Antecedents: Events that precede the behavior. SDs: A preceding event that triggers (or sets the occasion for the behavior) by letting learner know that reinforcement is available. Behavior: An action or event performed by the person Consequence: Event that follows the behavior. “Any stimulus presented contingent on a particular response” Alberto & Troutman (2006)

Reinforcement vs. Punishment
Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Reinforcement and Punishment
Give (+) Take (-) Action Effect Positive Negative Inc. ( )* Reinforcement Reinforcement Positive Negative Dec. ( )* Punishment Punishment * Future probability of behavior

“School’s not for kids!”
When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

Breakdown of Example: Jake
Antecedent(SD): Behavior(s): Consequence: Action(+ or -): Effect( or ): So it is: When Jake is presented with school work he whines, “Schools not for kids!” Jake’s teacher…takes his work away Jake’s teacher…takes his work away In the future, Jake continues to whine Negative reinforcement

“Brian” During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

Breakdown of Example: Brian
Antecedent(SD): Behavior(s): Consequence: Action(+ or -): Effect( or ): So it is: During lunch with peers Brian made a derogatory comment The peer punched him Peer “gave” a punch less likely to make a derogatory comments Positive punishment

Introducing Setting Events Setting Events Antecedent Behavior
Consequence Setting Events

Setting Events A setting event is an antecedent condition or event that temporarily alters the value of the consequence of a behavior. Timing Setting @ same time A B C SE SE hours or days before SD Different SAME

Examples of Setting Events
Lack of sleep decreases value of getting to school on time, increases value of going to Starbucks Lack of breakfast increases value of getting sent to office (by vending machines) for failing to follow directions. Having a fight with boyfriend decreases value of listening to lecture. Getting >50% of problem wrong decreases value of starting new worksheets.

More about Setting Events
Setting events may be environmental, physiological, or social Setting events help explain variations in behavior

“Penelope” During transitions, Penny will make inappropriate comments, make noises, and touch others. When she engages in these behaviors, her peers scream at her (i.e., they give her attention). She is more likely to engage in these behaviors following periods of time with limited attention (e.g., following independent seat work).

Breakdown of Example: Penny
Antecedent(SD): Behavior(s): Consequence: Action(+ or -): Effect( or ): So it is: Was there a Setting Event? During transitions Penny will make inappropriate comments, noises, and touch her peers scream at her peers scream at her (i.e., they give her attention) She is more likely… (i.e., it continues) Positive reinforcement periods of time with limited attention

“Sally” When Sally is given a demand or request, she is occasionally engages in physically aggressive behavior (rapidly alternating between hitting, biting, hair pulling, kicking). When Sally engages in physical aggression, she is able to avoid complying. She is most likely to engage in aggressive behavior on days when she is physically uncomfortable (i.e., experiencing pain or when she’s not clean).

Breakdown of Example: Sally
Antecedent(SD): Behavior(s): Consequence: Action(+ or -): Effect( or ): So it is: Was there a Setting Event? When Sally is given a demand or request she engages in physically aggressive behavior she is able to avoid complying avoid complying (i.e., demand is “removed”) She is most likely…(it continues) Negative reinforcement most likely…when she is physically uncomfortable

Coach TAKE AWAY MESSAGE You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

Advanced Skill Building: Understanding Function Now let’s review the content from team training and see if our enhanced understanding helps us better understand the function piece!

Understanding mechanism (Function) matters!

Function Based Support
Foundations in behavioral theory, ABA, and PBIS Attention to environmental context Emphasis on purpose (or history of reinforcement) of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments

All Behavior Serves a Function:
get or obtain avoid or escape desired activities, tangible items, attention, or sensory stimulation. aversive activities, tangible items, attention, or sensory stimulation.

Functions Pos Reinf Neg Reinf

Non-examples of Function-Based Approach
“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.” “Function” = outcome, result, purpose, consequence

To Determine Function of Behavior
What typically precedes? What do the behaviors look like? What typically follows? Antecedent Behavior Consequence Based on observing patterns across time, we can infer the probable function of behavior.

Let’s practice What Function?
During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Teacher lecture (limited attention) Calling out repeatedly Teacher attention Antecedent? Behavior? Consequence? What Function? Get/obtain Attention

When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment). Difficult writing assignment Throw pencil, rip paper, head down Nothing (doesn’t do assignment) Antecedent? Behavior? Consequence? What Function? Escape Task

Peers laugh and pat on back
Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Transition with peers Teases, trips, pushes Peers laugh and pat on back Antecedent? Behavior? Consequence? What Function? Peer attention

When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walk him to a quiet office. Loud environment Slaps head, rocks, runs out Moved to quiet office Antecedent? Behavior? Consequence? What Function? Escape noise (stimulation)

By understanding function, we can intervene more effectively.
How can we prevent? What should we teach the student to do instead? How do we respond to make sure the new skill “works”? Antecedent Behavior Consequence We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively.

Let’s practice During teacher lecture, Martha repeatedly and loudly calls out (without raising her hand). Each time, the teacher gives her a look, a redirection, or occasionally calls on her. Provide attention ahead of lecture and frequent eye contact during Teach and prompt hand raising Call on her ONLY when she raises her hand (otherwise ignore) Prevent? Teach? Respond/Reinforce? Simple strategies like this are part of good “Tier 1” responses to minor disruptive behavior.

Let’s practice When given a difficult writing assignment Susannah regularly throws her pencil down, rips up her paper, and puts her head down. Her teacher ignores this behavior (and Susannah never completes her assignment) Modify writing assignment Teach and prompt her to ask for help/break Give immediate help/break when asked. Otherwise, redirect to task. Prevent? Teach? Respond/Reinforce? With these simple tweaks, we’ve made it less like for her to engage in disruptive behavior to escape difficult tasks.

Let’s practice In the hallway with peers, Tim often teases, trips, or pushes a student who talks and walks a little slower than others. Each time, Tim’s peers laugh and pat him on the back. Increase prompts and active supervision in hallway Teach and prompt respectful behavior toward all peers Group contingency: peers reinforced for supporting good choices (and ignoring teasing) Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) increased the likelihood of respectful behavior and (b) minimized attention for disrespectful behavior. (This may start to look like Tier 2.)

Teach to ask for quiet and/or headphones
Let’s practice When the environment gets too loud, Corey typically slaps his head with an open palm, rocks vigorously, and eventually runs out of the room. Teacher walk him to a quiet office. Implement strategies to decrease noise; Give access to noise canceling headphones Teach to ask for quiet and/or headphones Remove to quiet office or provide headphones immediately upon asking; Redirect to ask if he starts to slap. Prevent? Teach? Respond/Reinforce? With these strategies, we’ve (a) minimized noise when possible, (b) taught a skill to reduce noise, and (c) made that skill more effective. (This may start to look like Tier 3.)

Why is function important?
Function based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not based on function (e.g., Ingram, Palmer, & Sugai, 2005). What did you say? Show you the data? Well…since you asked

Data from Kimberly Ingram’s dissertation (subsequently published in JPBI)

Coach TAKE AWAY MESSAGE We should consider the function of behavior when we design programs for students and staff.

Now that you understand function…
What should you consider when… responding to appropriate student behavior? responding to inappropriate student behavior? designing staff recognition systems? What level of understanding does your team and staff need to have to provide effective support?

Activity: Update Action Plan
Work individually (or with partner coach) for 5 min Update your action plan to enhance your enhanced understanding of behavior to support Tier 1 implementation.

Remember, Review Implementation Guidelines
Look BEFORE DURING AFTER

Let’s preview content so you’ll be ready to facilitate.
Topics to be Covered Day 5 Quick Review of SWPBIS from Days 1-4 Function of Behavior Escalation and De-escalation Team Action Planning Wrap up Day 6 Quick Review Review TIC/TFI & Team Action Planning Preview of Tier II and Tier III Planning for the Beginning of the Semester/Year Team Action Planning Wrap up Let’s preview content so you’ll be ready to facilitate.

5. Building Behavioral Capacity (Chapter V)

Function Based Support
Foundations in behavioral theory, ABA, and PBIS Attention to environmental context Emphasis on purpose (or history of reinforcement) of behavior Focus on teaching behaviors Attention to implementers (adult behaviors) & redesign of teaching & learning environments V.A

Functions Pos Reinf Neg Reinf V.A

To Determine Function of Behavior
What typically precedes? What do the behaviors look like? What typically follows? Antecedent Behavior Consequence V.A Based on observing patterns across time, we can infer the probable function of behavior.

By understanding function, we can intervene more effectively.
How can we prevent? What should we teach the student to do instead? How do we respond to make sure the new skill “works”? Antecedent Behavior Consequence We can make simple tweaks to the antecedents, behaviors, and consequences, to prevent, teach, and respond, respectively. V.A

Why is function important?
Function-based behavior support plans are not only effective, they are more effective than similarly intensive and individualized plans that are not function-based (e.g., Ingram, Palmer, & Sugai, 2005). What did you say? Show you the data? Well…since you asked

(Ingram, Palmer, & Sugai, 2005)

Understanding Escalation and De-escalation
If your proactive strategies fail… Understanding Escalation and De-escalation V.B

ASSUMPTIONS Behavior is learned (function).
Behavior is lawful (function). Behavior is escalated through successive interactions (practice). Behavior can be changed through an instructional approach. V.B (Colvin & Sugai, 1989)

KEY STRATEGIES Identification of how to intervene early in an escalation. Identification of environmental factors that can be manipulated. Identification of replacement behaviors that can be taught (& serve same function as problem). V.B (Colvin & Sugai, 1989)

Crisis Escalation & De-escalation
Calm Peak De-escalation Recovery Acceleration Agitation Trigger High Prevention Low V.B (Colvin & Sugai, 1989)

Activity: Questions and Answers
Work as team for 15 min With your group brainstorm 2-3 questions that you still have. Share questions and solutions as a large group

Team Implementation Checklist (TIC)
COACHES (1 per team) go to Go to pbis applications login on the top right corner of your screen Login with your and password (if you haven’t set up your password yet, just go through forgot password process) Select PBIS Assessment Under Surveys Currently Open, Select Team Checklist 3.1 Click “Take Survey” Find Team Checklist Select under Action column Complete TIC as a team 9. Review reports to support your action planning Also see Appendix C Complete during Team Action Planning Time TODAY

Activity: Action Planning
Work as team for 105 min Return to your Action Plan Update each section based on what you’ve learned in today. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Preview of Tier II V.C.i

What is needed to consider secondary intervention?
SWPBS Systems established, including: SWPBS Practices established, including: School board/district/regional support SWPBS Leadership Team Administrator endorsement and active participation Continuous, data-based professional development (training and coaching) Recognition of staff behavior, contributions, and/or accomplishments School-wide data system 3-5 positively stated and defined school-wide expectations Expectations regularly taught in both classroom and non-classroom settings School-wide reinforcement plan to acknowledge expected behavior Plan and continuum of consequences for rule violations Evidence-based classroom management practices V.C.i

Common Secondary Intervention Features
Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectations and interventions Continuous utilization of data for decision-making (e.g., progress monitoring) V.C.i (Crone, Horner, & Hawken, 2010)

Specialized Support Team: Roles, Responsibilities, & Functions
Provide training and support to school staff regarding the program(s) Provide specialized behavioral assessment strategies, interventions, and supports Meet regularly (e.g., weekly or biweekly) to review the program, monitor individual student progress, and review new referrals Coordinate school-wide implementation of the overall Tier II practices and systems Develop screening procedures and data-based decision rules for referring students to intervention Develop data-based decision rules (including time frames) for placing students, monitoring progress, and fading the intervention Summarize and review data V.C.i

TAKE AWAY MESSAGE Secondary systems efficiently support a small group of students by increasing prompts, structure, and opportunities for reinforcement.

Preview of Tier III V.C.ii

Individual Student Systems
Behavioral competence at school & district levels Team- & data-based decision making Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Function-based behavior support planning Comprehensive person-centered planning & wraparound processes SAY: If we are successful in establishing effective school-wide, classroom, and non-classroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively). V.C.ii

Behavior Support Elements
V.C *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment Team-based Behavior competence *Implementation support *Data plan Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

3 Basic Steps: Developing interventions for Individual Students
3. Develop intervention strategies Training Required 2. Choose replacement behaviors 1. Look at the function of behavior

See Checklists included in Appendices.
FBA Definition of Problem Behavior or Class Testable Hypothesis Tier III Elements Contextually Appropriate Support Function Statement Behavior Intervention Plan Supporting Data Competing Path Analysis Appendix G Appendix H BSP See Checklists included in Appendices.

TAKE AWAY MESSAGE Tertiary interventions are intensive, function-based supports for individual students. The focus is on redesigning environments and teaching functional skills.

Activity: Tier 1 Questions and Answers
Work as team for 15 min Time to refocus on Tier 1 implementation! With your group brainstorm 2-3 questions that you still have related to Tier 1. Share questions, responses, and solutions as a large group.

Activity: Action Planning
Work as team for 105 min Return to your Action Plan Update content related to Tier 1. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports) Please your action plan to your trainers by the end of the day to receive specific feedback.

Next Steps

Implement Action Plan Communicate information to staff
Meet monthly with team Review school data Review/update action plan Implement activities on action plan

Future Support Use your action plan, data, TIC, and TFI to hold your team accountable (and share info with us). Keep in touch with us. Coaches and teams will still meet next year (3 times each). Have a great spring and summer!

Activity: Getting Ready for Next Training
Work with partner coach for 15 min Review implementation guidelines and preview slides just presented. Discuss above with a partner Is there content you’d like re-explained? What key questions do you have? What questions/challenges do you anticipate from your team members? Share key highlights (1 min. reports)

Review of Coaching SWPBIS

Main Coaching Objectives
By the end of today’s meeting, you will be able to… …Describe your role as a coach. …Articulate the basic elements of SWPBS. …Identify resources for SWPBS. …Problem solve roadblocks in coaching …Facilitate your team’s activities at the next SWPBS team training.

What roles do coaches play?
Coaching Roles Facilitate Content Knowledge Communicate Team meetings Activities at training events Implementation Local PBS expert Positive “nag” Link to resources (e.g., nepbis.org, Share advanced content with team Share information at faculty meetings I.A.ii

Consider Tattoos! 4 PBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES DATA Supporting Staff Behavior Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Decision Making Classroom Non-classroom Family Student School-wide SWPBIS 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

TAKE AWAY MESSAGE You’re a coach! Prepare for the next training event, and use your resources to guide your team’s activities (both at training and at school).

Northeast PBIS (NEPBIS) Coaches Training

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