1. Problem Solving Model & Positive Behavioral Interventions & Supports
Putting the Processes Together
Betsy Stanwood
January 2008
Revised July 2010

2. How Does the Definition of “Positive Behavioral Interventions and Supports” fit into the PSM Process?
Focus on PROACTIVE support strategies.
Strategies are determined by a team who collects and analyzes data related to the specific area of concern.
Interventions are implemented, analyzed, and revised in a continuous cycle.
Encompass a range of strategies from systemic to individual supports.
PSM
PBIS
One of the biggest pieces of the PBIS system is to focus on PROACTIVE activities.

3. How Do the Processes Align?
The most important alignment is that both support most students through “universal” school/classroom processes, some students through more “targeted” support, and a small group with the most “intensive” support
PSM
PBIS

4. Problem Solving Continuum
Positive Behavioral Interventions & Supports Continuum
80% of Students
Universal Interventions – proactive strategies supporting all students
Intensive Interventions -individualized strategies supporting students with high risk behaviors
Targeted Interventions –specialized strategies supporting students with
at risk behaviors
15% 5%
School-wide systems to support student achievement.
Levels of Intervention
INTENSIVE
1 – 7 %
STRATEGIC %
CORE %
Adapted from Sugai and Horner

5. NHCS Services Philosophy

6. Other Areas of Alignment
Baseline data collection
Analysis of data collected
Problem definition
Design interventions
Identification of who, when, where teaching will occur
Implementation of interventions
Charting/Progress Monitoring
Analysis of progress
Continue implementation, change the interventions some, change the interventions significantly
Continue with the review plan, intervene, analyze process
Based in Behavior Analysis

7. Why Do Both the PSM & PBIS Processes Require Data Collection?
to report accurate progress to parents
to collect detailed information regarding a student or students’ performance
to help define the problem and be more specific or measurable
to monitor the student’s response to an intervention directed towards the area targeted
to make decisions with data that are more likely to be implemented and be effective.
to assist in the determination of eligibility or entitlement for accommodations or educational services
************PRESENTER BEGINS THE INFORMAL DATA COLLECTION ACTIVITY WITHOUT NOTIFYING PARTICIPANTS
Data collection proved to be one of our weakest areas within the PBIS process. Often decisions were based on the “I Think” model rather than concrete evidences derived from consistent objective data collection. Concrete data concerning behaviors is also an integral part of the IEP process as it relates to the IDEA Special Factors (ie. Behavior supports). When IEP teams respond that the student’s learning is impeded by behaviors then proactive PBIS strategies should be implemented (ie. Addressed as goals or accommodations on IEP) REFER TO GOALVIEW IEP SPECIAL FACTORS BEHAVIOR SUPPORTS in handouts
Data collection is also an integral part of the new Problem Solving Model which will support an “entitlement” for services. When a student is suspected of having a behavioral deficit, and there will be no norming process as a part of the PSM for behaviors, data collection will again be an integral part of creating supports for the students. Observation/data collection of a typical student should be used for a norm comparison to data collected for student in question.

8. How Do These Processes Work Together?
Where does PBIS fit in this model?
How Do These Processes Work Together?
Level I
Level II
Level III
Level IV

9. The Problem Solving Model
Level 1
Consultation
between
teachers and parents
Level 2
with other
resources
Intensity of Needs
Level 3
Student
Study
Team
(SST)
Amount of Resources Required to Meet the Student’s Needs
Level 4
IEP
Consideration

10. Focus on Tiers (Levels) I & II as General Education Requirement
Tier I
Office & discipline referrals
School wide Positive Behavioral Interventions & Supports
Tier II
Direct behavior training (social skills)
Additional training or groups (self-instruction, anger control, organizational skills)
Development of Programs in the school to address top areas of need
-George Batsche

11. This looks like the place to start.
Where Should Teams Use the PBIS Tools in the Problem Solving Model Process? Level 1? Level 2? Level 3? Or Level 4?
This looks like the place to start.
Usually teams would begin using the PBIS tools just before the beginning of Level 2.

12. At Time of Request for Level 2:
PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?
PSM PBIS
At Time of Request for Level 2:
►PSM 1(a) Complete PBIS 2 in conjunction
with PSM 1 (a). Complete only
those items that are different.
► Prior to 1st PSM Team Level 2 Meeting Teacher collects “Frequency
Data” on PBIS 3 using general
behaviors. (Best if collected for days)
► PSM 2 (a) Complete PBIS 4 at 1st Level II team meeting.

13. New Hanover County Schools For Students with Behavior Problems
Data Collection Tool
For Students with Behavior Problems
PBIS 2
Complete this tool for students referred to the Student Support Team (SST) for behavior problems. Attach this form to the Request for Intervention Assistance tool.
Name: _________________________________ ID# __________________________ Date of Birth____________________________
School: ________________________________ Grade:_______________________
Completed By: __________________________ Date: ________________________
Attendance: Date of Enrollment: _________________ Schools Previously Attended: ____________________ Years Attended: __________
# of Days Absent ___
# of Days Tardy ___
Retentions? ___ Yes ___No If yes, what grade (s): _____
Current Grades: High School Only: # of credits earned toward graduation? __________
Subject Grade Subject Grade
___________ ______ ___________ ______
Testing Information: List all within the last 2 years:
Test Name Date (s) Score (s)
(EOG’s, EOC’s writing tests, _____________________ ___________ ____________
9 week assessments,
standardized tests, etc.)
Discipline/Behavioral Information If student attended other schools, have Module 3 discipline files been requested?
(Attach copy of Incidents Report) Requested? ________ Received? _________
# Office Referrals: ______ Describe current behavior plan:
# In School Suspensions ______
# Out of School Suspensions ______
#Bus Referrals ______
#Bus Suspensions ______
Current Diagnoses: Current Medications:
Medical:
Mental Health:
Involvement of Other Agencies
Family Information : Social Peer Information: Other Important Information:

14. New Hanover County Schools
Frequency Data Sheet
PBIS 3
Student: __________________________________ Teacher:___________________________________
DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS:
CONCERN EXHIBITED: PEERS, ADULT (SPECIFY): RESPONSE/REACTION:
Additional sheets as necessary

15. New Hanover County Schools
Frequency Data Sheet
PBIS 3
8L30 to 9:00
Shouting answers out of turn in morning group.
Morning group
All students in class and both teacher and assistant
Reprimand, then redirect to “Wait for his turn
9:00 to 10:00
Throwing pencils, over erasing on paper until it tears, giggling out loud
Independent Reading comprehension sheet
Assistant went to desk and took pencils and paper away
10:00 to 12:00
Out of seat, playing with water in aquarium
Math groups
5 students in Math group with Math resource specialist
Teacher came over and took to office
Student: John Bally Teacher: Mr. Kirk’s 1ST grade class
DATE: TIME: BEHAVIOR OF LOCATION/ACTIVITY PRESENCE OF OTHERS ADULT OTHER FACTORS:
CONCERN EXHIBITED: PEERS, ADULT (SPECIFY) RESPONSE/REACTION:
Additional sheets as necessary

16. PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?
PSM PBIS
Level 2:
►After 1st PSM Team Level 2 Meeting Teacher collects “Frequency Data” on
PBIS 3 using the identified “Target”
behavior from PBIS 4 on student needing the support. (Best if collected for 10 days)
► Complete PSM 2 (b) Use “Frequency Data” (PBIS 3) collected on “Target” behavior to complete the PSM 2 (b)

17. New Hanover County Schools Summary of Behavior Data
PBIS 4
Name: ___________________________ ID#: __________________________ Date of Birth: _________________________
School: __________________________ Grade: _______________________
Completed By: ____________________ Date: ________________________
What are the student’s strengths? Interests/Preferred Activities
Behavior of Concern?
(What student does.)
Frequency
(How often occurs: per hour, day, or week)
Intensity
(How damaging or destructive: mild, moderate, severe)
Duration
(How long lasts: minutes, hours) 1. 2. 3.
Select and define the target behavior. Choose one behavior (or a cluster of very similar behaviors) that the team agrees is most important to eliminate first. Define the behavior in measurable, observable terms that are easy to communicate and simple to record.
(For a list of meeting participants, see SST Attendance Log, IEP page 1 or IAP)

18. If Team Determines Move to Level 3:
PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?
PSM PBIS
If Team Determines Move to Level 3:
► 1s t Level 3 meeting complete PSM 3 (b) Include in assessment plan:
-Functional Behavioral Assessment (FBA) – Note: If the student already has
an IEP then complete FBA in Goalview
-Collection of last 3 data points for student
► After 1st Level 3 meeting -Team determines whether behavior requires use of 75% or 100% goal based
on the type of behavior targeted.
-Functional Behavioral Assessment (FBA) is completed by a team

19. New Hanover County Schools Functional Behavioral Assessment
FBA page 1
Name _____________________ Review Student’s Strengths Review Target Behavior (See PBIS 4)
ID# _______________________
Date of Birth _______________
Meeting Date _______________
Antecedents
Check factors noted prior to behavior
Behavior
Summarize behavior at each level of intensity from the data gathered during the last 2 weeks on the Frequency Data Sheet. Be specific and look for patterns.
Consequences
Check events that typically follow the target behavior.
Physical/medical (discomfort/change in meds?)
Social/emotional (with whom/negative interaction/social skill deficit?)
Communication (understand instructions/make needs known?)
Environmental/classroom (over-stimulated/noisy/crowded?)
Academic/instructional (too easy/ too difficult/ not interested/ unorganized/ large group/ independent work?)
Setting events (response to command/ transition/ unstructured / change in routine/ bus/ time / person/ subject?)
Home (change in home/ family dynamics?)
Other
Mild:
Moderate
Severe
Internal/ intrinsic pleasures
Teacher / adult attention
Peer attention
Verbal warning/ reprimand
Loss of privilege (what kind? school? home?)
Time out (where? how long?)
Detention (how long? what kind?) (include #)
Removal from class (bounced) (include #)
Office referral (include #)
Restitution (what kind?)
In school suspension (how long?)
Out of school suspension (how long?)
Legal charges (what kind?)
Bus referrals/suspensions (include #)

20. FBA page 2 New Hanover County Schools Functional Behavioral Assessment
Name: ________________________
ID#: __________________________
Function of Target Behavior
What does the student gain from this behavior?
Hypothesis
What variables appear to trigger this behavior?
What does the behavior look like?
What seems to reinforce this behavior?
Attention from:
Peers
Staff
Preferred adult
Power
Control
Intimidation
Vengeance
Escape/avoidance of
Activity or task
Particular person
Classroom
Self-stimulation to reduce
Anxiety
Fear
EXAMPLE:
When Johnnie is in samll group instruction and/or (SETTING) and does not get his way (ANTECEDENT)/CONTEXT), he typically responds by shoving and /or using threatening language (BEHAVIOR) to gain attention (FUNCTION).
Fill in the blanks to complete your hypothesis:
When student is ___________________ (SETTING) and _____________________ (ANTECEDENT) he/she typically responds by _________________________________ (BEHAVIOR) to __________________(FUNCTION)
If this is a specific/one time incident that is being considered for long-term suspension, then describe the incident.

21. PSM and PBIS Tools Where do Teams Use the PBIS tools in the PSM Process?
PSM PBIS
Level 3:
► Team completes PSM 3 (c) Team uses baseline information
from “Frequency Data” (PBIS 3) to determine the discrepancy with the appropriate target percentage (75% or 100%)
► Team completes PSM 3 (d) and (e) Develop a Behavioral Intervention
Plan (BIP) – Note: If the student
already has an IEP then complete
BIP in Goalview.
This plan will be reviewed at each review
of the hypothesis. As Progress Monitoring will occur related to the target behavior to measure the impact of the intervention plan and the
student’s improved behavioral performance

22. New Hanover County Schools Behavioral Intervention Plan (BIP)
BIP- page 1
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Name: ___________________ # Days Out of School Suspension _____________________ # Weeks to Implement BIP: __________________
ID#”: ____________________ How are IEP Services going to be delivered Next Meeting to Review/Revise Plan: __________
Date of Birth _____________ starting on the 11th day of suspension in a school year?: Date: ______ Time: _______ Location: ______
School: _________________
Meeting Date: ____________
Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented?
What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected?
desired behaviors are demonstrated?
For a list of meeting participants, see SST Attendance Log, IEP page I or IAP Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.
New Hanover County Schools
Behavioral Intervention Plan (BIP)
Name: # Days Out of School Suspension # Weeks to Implement BIP:
ID#”: How are IEP Services going to be delivered Next Meeting to Review/Revise Plan:
Date of Birth starting on the 11th day of suspension in a school year?: Date: Time: Location:
School:
Meeting Date:
Replacement/ Desired Behaviors How? Who? When? How will teaching time be documented?
What rewards will be provided when the desired Who will implement the rewards? How will the desired behavior data be collected?
desired behaviors are demonstrated?
For a list of meeting participants, see SST Attendance Log, IEP page I or IAP Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.

23. New Hanover County Schools Behavioral Intervention Plan (BIP)
BIP- page 2
New Hanover County Schools
Behavioral Intervention Plan (BIP)
For a list of meeting participants, see SST Attendance Log, IEP page I or IAP Attach today’s BIP to Intervention Plan, IAP or IEP Page 4.
What? What consequences will be enforced? Who? Data
Describe the target behavior from FBA Describe the responsibilities of each Explain how and when data will be
team member, including school staff, recorded. List the type of data collection
family and student tool that will be used.
Mild: Mild: Mild:
Moderate: Moderate: Moderate:
Severe: Severe (including components of a Severe:
crisis plan)
New Hanover County Schools
Behavioral Intervention Plan (BIP)

24. Focus of Tier (Level) III as More Formal Process
Team Meets & Typically begins
Formal Collection of data (Frequency data)
Completion of Functional Behavioral Assessment (FBA)
Design of a Behavioral Intervention Plan (BIP)
Implementation of BIP
Progress Monitoring
-George Batsche

25. Utilizing BIP Intervention to Do Progress Monitoring
Student must meet all of the criteria set despite intervention at grade level and a minimum of three changes in the hypotheses and strategies per skill area.
Criteria can be met using
progress monitoring in one academic area and one behavioral area OR
in two behavioral areas.

26. What about Progress Monitoring & Peer Comparisons?
Level of Behavior “necessary for success” versus Level of Current, Local Peer Performance
Level of Behavior Necessary for Success (Proficient Level)
Level of Current, Local Peer Performance
75% for
On Task
Compliant
Accuracy of Work
Peer could be as high as 90% but this is more than proficient. National Standard (NCLB) is proficient.
-George Batsche

27. But What About the Most Severe Behaviors?
Harmful to self or others: Assault and battery
Not Harmful to self or others but causes significant disruption of the learning environment.
Target for replacement behavior would need to be higher than the 75% proficient level
100% would need to be the target level for replacement behavior

28. NHCS Behavior Criteria
Student must meet all of the criteria indicated despite
intervention at grade level
a minimum of 3 changes in hypotheses & strategies per skill area
Criteria can be met using progress monitoring in
1 academic area & 1 behavior area OR
2 behavior areas

29. Progress Monitor Student’s Response to Interventions
Progress monitor by observing student at least 3 times a week
Remember you need to progress monitor academic areas that are impacted by the behavior
Chart results of your behavior observations and your academic probes
Utilize same decision making strategies regarding changing the interventions as you would with an academic only issue
Remember that students who have behavioral
issues but there is no educational impact will continue at
PSM intervention level but will not be eligible for
consideration for entitlement.

30. PSM LEVELS I AND II PSM LEVEL III
PSM Level I a (Data from Teacher and Records/PEP)
* Team continues at Level I and review of student response to interventions at this level by completing PSM Level I b (Intervention Plan/PEP and Results) until it is determined to move to Level II
PBIS 2
Complete items different from PSM Level I a
Prior to the first PSM Level II meeting
PBIS 3
Teacher collects general behavioral data on Frequency Data Sheet (PBIS 3)
10 days of data is recommended
Modify Frequency Data Sheet (PBIS 3), if necessary (be sure to cover all areas of information)
PSM Level II a (First page of Level II tools)
PBIS 4
Summary of behavioral data (PBIS 4)
Target behavior determined
After first PSM Level II meeting
Teacher collects data on Target Behavior using another Frequency Data Sheet (PBIS 3)
PSM Level II b (Second page of Level II tools)
Completed during the second Level II meeting
Use data collected on Target Behavior on PBIS 3 to complete the PSM tool
Can do FBA and BIP in Level II
FBA and BIP also can be done informally, to guide intervention
PSM LEVEL III
First Level III meeting
Complete Level III a (Define a Problem)
Complete Level III b (Develop Assessment Plan)
Include in assessment plan
FBA
After first Level III meeting
Teacher continues collecting data
FBA information is documented
Other assessments completed
PSM Level III c (Analysis of Assessment)
Team uses data collected to determine baseline (median of 3 data points) and goal (75% or 100%)
PSM Level III d (Develop Intervention Plan)
PSM Level III e (Revisions of Hypotheses/Interventions)
Team develops
BIP which includes replacement behavior teaching plan & crisis plan
PSM Process Continues Level III and to Level IV as Appropriate
Problem Solving Model (PSM) Tool Positive Behavioral Interventions & Supports (PBIS) Tool

31. Resources -www.pbis.org -www.interventioncentral.com -
NHCS Positive Behavioral Interventions & Supports Training Modules (5 modules/PowerPoints)
NHCS Data Collection & Progress Monitoring for Behaviors (PowerPoint)
NHCS Problem Solving & Positive Behavioral Interventions & Supports: How Do They Work Together? (PowerPoint
NHCS Student Support & Intervention System Manual
“Practical Charts for Managing Behavior” by Lynn Lavelle (Pro-ed Publishing)
Web Resources - - -