1. Multi-tiered Systems of Support Implementation: Progress Monitoring
Presented By:
Judy Sylva, Ph.D. 1

2. Positive Behavioral Support
THE PURPOSE IS PREVENTION!
Positive programming
involves teaching functional skills that allow an individual to live in the
home, school, and community more independently.

3. The Model What is Positive Behavior Support?
Judy Sylva, Ph.D.
2/28/08
The Model
What is Positive Behavior Support?
Eliminate problem behavior
Replace problem behavior with more appropriate behavior
Increase a person’s skill and opportunities for an enhanced quality of life*
Antecedents
Behavior
Consequences
J. Sylva, Ph.D. 3 3

4. Positive Behavioral Support
Judy Sylva, Ph.D.
2/28/08
Positive Behavioral Support
Broad emphasis on lifestyle not just problem behavior
Considers long-term goals rather than short-term behavioral outcomes
Determines the function of behavior
Interventions are based on individual needs and effectiveness
Teaches functionally equivalent replacement skills
Focuses on antecedents instead of consequences
Involves multicomponent intervention
Refer to function handouts
J. Sylva, Ph.D. 4 4

5. School-wide Positive Behavior Support
SWPBS:
Re/over-view

6. 8
SWPBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for ALL students
(Zins & Ponti, 1990)

7. SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
   

8. District Tiered Behavior System
TIER I - Daily school/classroom routines and procedures
A function of General Education
TIER II - Sixteen Social Skills taught in small group or individual setting targeting students that require additional support in a particular social skill area
TIER III - Educationally Related Mental Health Services typically provided in an individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree
A Special Education Service
Sean and Cindy

9. TIER I procedures Sixteen Social Skills Adopted District Wide
Tier I - Daily school/classroom routines and
procedures
Sixteen Social Skills Adopted District Wide
One Skill per week Mini Lessons taught daily in the classroom
Be Safe + Be Responsible + Be Respectful
Low-Level Referral forms
Expectation by location
Behavior Goal if student has an IEP
Sean
Is this what your classroom looks like?

10. District PBIS Expectations TIER I
District and School will:
In grades TK-12 PBIS students will the opportunity to learn and implement the 16 skills within instructional days
Getting the Teacher’s Attention
Accepting Criticism/Consequence
Accepting “No” for an answer
Working with Others
Asking Permission
Disagreeing Appropriately
Following Instructions
Giving Criticism
Listening
Using appropriate Voice Tone
Asking for Help
Making an Apology
MYOB-Mind Your Own Business
Resisting Peer Pressure
Staying on Task
Waiting you turn
Sean
In addition to TK-12 also taught at adult education as well as our alternative education campus

11. Expectations by Location
All schools will display expectations by location throughout school site using
Be Safe - Be Responsible - Be Respectful
Sean
These are developed by each school site
Behavior focused
what is expected--- not what we don’t want to see (positive)
Developed at the site level according to their expectations

12. Low Level Referral Forms
All school sites will use the Low level-High level electronic referral form Low Level Referral Form
All school sites will regularly analyze student behavior trends and use the results to inform school practices LLR Spreadsheet All
School sites have a site PBIS team (District PBIS) team meets quarterly
Sean
Discuss development in depth - trial and error
completed by any/all staff
Populates to a spreadsheet that allows data to be monitored and looked into as needed
Assists in identifying areas of need on campus
particular skills that are lagging
particular area of need for student

13. Weekly Classroom Presentations
Sean
5 min. lessons
Who introduced and created flip charts for teaching the skills
they are intended to have a high level of interest for students and make the skills generalizable

14. Data Collection
Based on the Tier 1 interventions used in Beaumont USD, what student performance should be monitored?
The first step in using data to inform decision-making is defining the phenomenon that should be measured
The second step is determining:
who will collect the information,
how it will be collected, and
when it will be collected

15. Data-based Decision-making
Now that the data have been collected, how will they be used for decision-making?

16. District Tiered Behavior System
TIER I - Daily school/classroom embedded interventions and procedures. (ie. point and level system, visual supports, calming down area, etc.)
TIER II - ERMHS - Small group or individual counseling, targeting students that require additional support in a particular social skill area.
TIER III - ERMHS Therapy - typically provided in a mental health professional (ex. MFT, LCSW) individual setting to students whose social, emotional, or behavioral deficits impact their education to a significant degree.

17. Beaumont USD Universal 16 Social Skills
Getting the Teacher’s Attention
Accepting Criticism/Consequence
Accepting “No” for an answer
Working with Others
Asking Permission
Disagreeing Appropriately
Following Instructions
Giving Criticism
Listening
Using appropriate Voice Tone
Asking for Help
Making an Apology
MYOB-Mind Your Own Business
Resisting Peer Pressure
Staying on Task
Waiting your turn

18. What do you mean Additional Support
Teacher sees a benefit for whole class to access information on a specific social emotional need/topic.
The student is struggling with behavior goals
in TIER I even with interventions
being implemented.
What data would inform this decision???

19. Guide to Selecting Behavior Recording Techniques
Measure
Definition
Example
Pros & Cons
Permanent Product Recording
Records the enduring outcome of behavior
Number of completed math problems; windows broken; dresses sewn
Easily assessed for reliability of measurement
Event Recording
Records the # of times the target behavior occurs within an interval of time
Number of times out of seat; head down on table; says, “um”; etc.
Appropriate for behaviors with easy to recognize and define beginnings and endings
Duration Recording
Records the length of time a behavior occurs
Length of time screaming; tapping pencil; etc.
May be recorded with a wall clock or stopwatch
Latency Recording
Records the length of time a behavior does not occur
Length of time between a given instruction and evidence of compliance; from the end of one episode of crying to the beginning of the next

20. Measure Definition Example Pros & Cons
Interval Time-sampling Recording
Records the presence or absence of a target behavior within a time interval
Thumb sucking; shouting obscenities; putting head down on desk; etc.
Records behaviors that are not necessarily discrete
Useful for behaviors that occur at least 1x/15 min.
Whole Interval Time-sampling
Records the target behavior when it occurs for the entire duration of the interval
On-task behavior
Underestimates the occurrence of the target behavior
Useful when you want to know the behavior persists
Partial Interval Time-sampling
Record the target behavior if it occurs one or more times within the interval
Swearing; bizarre gestures; etc.
Records behaviors that may be fleeting
Overestimates the occurrence of the target behavior
Momentary Time-sampling
Records the target behavior if it occurs at the last moment of the interval
Frequent or long-lasting stereotypic behaviors; in-seat behaviors
Useful for behaviors that are likely to persist for a while

21. Hierarchy of Response Competence
Increases functional use of a response
Acquisition
learning new skills
Fluency
Using the new skills in a designated amount of time
Maintenance
Continuing to use skills over time
Generalization
Using skills across settings, people, things
Acquisition – measure of response accuracy
Fluency – appropriateness of the rate at which the student accurately performs the behavior.
Maintenance – ability to perform the response over time.
Generalization – assures that a behavior is functional. Individual can perform, and adapt, if necessary, the behavior under conditions different form those in place during acquisition.

22. Interpreting the Data
Visual representation of data makes it easier to see trends or patterns
In interpretation, consider the context of the response and consider what the information is indicating
Avoid blaming the child, the child’s presenting symptoms, or the variables that are not controllable
What are the implications for teaching and learning and what supports may be needed to address learning?