1. School-wide Positive Behavioral Interventions and Supports & Students with Autism Jointly developed by the above organizations with funding from the U.S. Department of Education, Office of Special Education Programs November 20121 IDEA Partnership

2. November 2012 IDEA Partnership 2 The IDEA Partnership is deeply grateful for being allowed to adapt the original presentation created by George Sugai and Robert H. Horner of the TA Center on Positive Behavioral Interventions and Supports in order to provide additional access to all education stakeholders, particularly families and community members.

3. November 2012 IDEA Partnership 3 Session Agenda Purposes Definition Core Principles and Key Practices of PBIS Why PBIS Is Important for Students With Autism How does PBIS support & benefit students with autism & their families & schools

4. This presentation is…… Designed as a broad overview of how positive behavioral interventions & supports relates to students with autism & their families & schools Intended for a broad audience, including students with autism & their families, students without or with other disabilities, educators, therapists, administrators, community providers, personnel preparation professionals, researchers, & consultants November 20124 IDEA Partnership

5. The specific purpose of this presentation is to address 3 questions: 1. What is “Positive Behavioral Interventions & Supports” (PBIS)? 2. Why is PBIS important for students with autism & their families & schools? 3. How does PBIS support & benefit students with autism & their families & schools? November 20125 IDEA Partnership

6. AUTISM (IDEA) 34 CFR §300.8(c)(1)(i) EDUCATIONAL DEFINITION Autism is a developmental disability significantly affecting verbal & non- verbal communication & social interactions, generally evident before age 3, that adversely affects a child’s educational performance. Other Characteristics Repetitive activities Stereotyped movements Resistance to environmental or routine change Unusual responses to sensory experiences Important Considerations Problem behavior has serious impact on academic & social outcomes for students with ASD Academic achievement & social competence are especially important for all students on the autism spectrum November 20126 IDEA Partnership

7. Progress in Understanding Autism Improved screening & assessment tools Consideration of whole student & quality of life outcomes More educational tools, interventions, & treatments Comprehensive school, home, & community approaches Advanced neuroscience & genetic knowledge November 20127 IDEA Partnership

8. Educational Supports & IEP Current level of academic achievement & functional performance Functional performance = skills & activities necessary for daily living, academic competence, & complex social interactions Education in most inclusive & normalized contexts Behavioral interventions that are preventive, instructional, & positive November 20128 IDEA Partnership

9. 1. What is “positive behavioral interventions & supports?” Framework for establishing aContinuum of evidence based practices Designed to maximize academic achievement & social competence For all students November 20129 IDEA Partnership

10. What is a “multi-tiered prevention continuum?” November 2012 IDEA Partnership 10 ALL students should experience an effective & relevant core for academic & social behavior success SOME students will need more specialized supports for success A FEW students require intensive, individualized support to experience success

11. 2. Why is PBIS important for students with autism & their families & schools? Creates teaching host environments where individual students benefit because all students are academically & behaviorally engaged & achieving Creates comprehensive learning environments that are effective, efficient, & relevant Creates student-student & student-adult relationships that are respectful, responsible, & caring Creates classrooms that are considerate of diversity, disability, & differences November 201211 IDEA Partnership

12. For students with autism & IEPS, PBIS ensures IEP teams develop formal support plans that….. Are based on a functional behavioral assessment of problem behavior Emphasize change in the context, where problem behavior occurs Incorporate teaching of desired behavior that is more effective, efficient, & relevant than problem behavior Establish formal systems for rewarding desired & minimizing rewards for problem behavior Include systematic data collection to document student outcomes & implementation fidelity November 201212 IDEA Partnership

13. PBIS involves the integrated operation of four elements DATA for decision making Student OUTCOMES that are important PRACTICES that are evidence- based SYSTEMS that support implementation fidelity November 201213 IDEA Partnership

14. 3. What does PBIS support look like for students with autism & their families & schools? Autism & PBIS PreventivePositiveEducativeInclusiveEffectiveRelevantEfficient November 201214 IDEA Partnership

15. Some students participate in small group-based supports: Check in/out Targeted social skills instruction Peer-based supports Social skills club A few students experience intensive individualized supports: Function-based support Wraparound Person-centered planning All students experience a preventive universal supports: Teaching of SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement activities At school-wide level, PBIS practices are arranged in a multi-tiered continuum of interventions November 201215 IDEA Partnership

16. Science Social Studies Reading Decoding Math Social skills w/ adults Basketball Spanish At individual student level, PBIS practices are arranged in a multi-tiered continuum of interventions Social skills w/ peers Reading Comprehension Transitions Stereotypy PBIS individualizes supports for “Theora” based on her unique strengths & needs. November 201216 IDEA Partnership

17. What is a functional behavioral assessment? Systematic process for using data to develop statements about factors that Contribute to occurrences & maintenance of behavior (function) & Serve as basis for developing preventive & positive behavior support plan November 201217 IDEA Partnership

18. Development of individual behavior intervention plans is “function-based” “Function” is about what happens after a behavior occurrence Two main functions:  Obtain/get  Escape/avoid Each of these functions relates to  Social adult &/or peer  Tangible or activity  Sensory stimulation November 201218 IDEA Partnership

19. “Function” important to guide formal attention to 5 behavior plan considerations? 1. Teach social skill w/similar function as problem behavior 2. Remove triggers of problem behavior 3. Add triggers for social skill 4. Remove conse- quences that maintain problem behavior 5. Add conse- quences that maintain social skill November 201219 IDEA Partnership

20. Reflections! Questions? Discussion. November 201220 IDEA Partnership

21. For more information PBIS www.pbis.org Autism www.autism-society.org IDEA Partnership www.ideapartnership.org September 201121 IDEA Partnership