1. Annie McLaughlin, M.T. Carol Davis, Ed.D. University of Washington anniemcl@u.washington.edu cadavis1@u.washington.edu

2. Develop within school district teams with expertise in tertiary levels of PBS to provide assessment, intervention, and progress monitoring support for students with the most challenging behavior. Provide ongoing professional development that builds capacity within the school and district.

3.  Challenging behavior in the classroom are the most requested issues for consultation  Consultation or out of district placements can account for up to one-third of a districts special education budget  Consultation does not provide a long term solution to dealing with challenging behavior in the schools  Challenging behavior puts students at an increased risk for exclusion

4. Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All settings, all students Preventive, proactive Academic Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive

5.  Building capacity must be a district initiative.  The depth of knowledge of challenging behavior has to be extensive.  Teachers are unfamiliar with the notion of function-based behavior plans.  Collaboration and/or role release between staff members is challenging.  Budgets are tight.

6. 1. Schools must meet the differing needs of ALL children 2. Within district expertise should be developed 3. Administration plays an active LEADERSHIP role 4. Behavior plans must be function and evidence-based 5. Schools must be willing to consider alternatives to suspension and alternative placements 6. Ongoing data collection and review are necessary

7. Triage Team 1 mtg/week 2 – 3 people Targeted interventions Academic Small group Behavioral CICO Social Skills Support Team 1 mtg/week 3-4 people Individualized Interventions  Evaluating Environments and Office Referrals  Supporting Safe and Civil Schools  Making changes SchoolwideTeam 1 mtg/qtr 3 – 4 people Implementing in School Buildings

8. A team used to:  Provide suggestions for curriculum modifications and accessing the general education curriculum  Provide ongoing support and expertise in the areas of Functional Assessment and Behavior Planning  Provide support for data collection  Provide ongoing monitoring of program implementation and student progress

9.  School district employees  Multi-disciplinary team members  SPED/GENED teachers  ELL/Reading/Math facilitators  School psychologists  Social worker  School counselor  Administrator  Chosen with school administrator input  Participation is voluntary

10.  Strong in his/her area of expertise.  Uses data to make decisions in own practice  Uses behavioral principles in own practices  Believes in the benefits of PBS  Are respected members of their professional discipline  Have experience as both leaders and participants in the educational process

11.  Records review  Observations  Functional Assessment  Behavior Planning  Making materials  Coaching during initial implementation  Conducting person centered plans

12. Base knowledge (plus expertise):  Core knowledge in school-wide PBS  Core knowledge in social skills and curriculum modification  All essential components of delivering technical assistance  Person-centered planning  Functional Behavior Assessment linked to evidence-based behavior plan

14.  Each team of 4 will manage up to 12 students  Each student is observed approximately 2 hours every other week  Meetings with teachers and other service providers occur at least twice monthly  Each student is discussed at least 2x a month at team meetings

15.  Issues are identified and prioritized by the TAT members to be discussed at the team meetings  The TAT members meet 1X a week to discuss students  The expertise of each of the members is used in examination of data and brainstorming interventions  Each TAT member plays a role: time keeper, note taker, facilitator, and active participants

16.  The TAT member observes in the classroom for primary and secondary strategies  The need for more intensive intervention is determined by the school team  The TAT member conducts an FBA  The TAT members brainstorms options for function-based intervention plans  Student is monitored over the course of the intervention

17.  The tertiary supports used include a variety of best practices including:  Antecedent interventions  Teaching new skills: social, FCT, academics, etc.  Consequence strategies

18.  TAT member meets with the teacher in a private meeting to discuss the list of brainstormed function-based interventions  Detailed explanation the interventions  Teacher selects the interventions  Details of the implementation of the interventions are confirmed (responses to inappropriate behavior, safety plan, etc.)  Data collection procedures are determined  Behavior plan is written by the TAT member and is given to the teacher for feedback

19.  Written fidelity checklist of critical components of the intervention  Model the interventions and data collection system without children present  If appropriate and desired, model intervention and data collection system with students present  IMPLEMENTATION DAY IS SELECTED!!!  Observe implementation and data collection  Provide written and graphic feedback of child and teacher performance during the observation  Periodic scheduled and non-scheduled observations by the TAT members

20.  Every 1-2 weeks, the teacher fills out a fidelity checklist of the intervention, rates the effectiveness of the intervention, provides any data collected, and is provided with the opportunity to ask for additional support or change in components in the behavior plan.  Helps possible drift from the original behavior plan due to “gut feelings”  Provides on-going communication between the TAT member and the teacher  Gives the teacher a way to ask for additional professional development

21.  If the teacher requests changes to the plan  Use data to help determine the need  Discuss contextual fit even if data support the effectiveness of the plan  Additional support by the TAT member is provided if requested by the teacher

22.  Teachers are unaware of all of the steps of the behavior plan  Poor communication between the team and the implementing teacher  Inadequate support for implementing teacher  Unclear of contact person for needed changes in the plan  Teachers do not understand behavioral principles

23.  Administrative support at the district level and at the school level is necessary (i.e. resources, FTE, funding).  TAT members must meet criteria.  Schools need to be implementing School- wide Positive Behavior Support.  Schools need to be using or be willing to use data and progress monitoring tools.  Schools need to provide on-going training to teachers in acceptance and inclusion of all students in their classrooms.

24.  TAT members increase their efforts when they perceive their contributions to be unique and important to the team/child.  TAT members are more effective when they have the support of administration and colleagues to change programs based on data.  TAT members remark that the on-going (initial support from project staff) training component assists in developing more confident TAT members.

25.  Team members with less than 1.0 FTE have flexible schedules that support collaboration.  Teachers respond positively to graphs of teacher and student behavior change.  Model must be flexible to fit the needs of the community.  Parents play an important and critical role.

26. Website: http://depts.washington.edu/stppbs Feel free to contact us: Annie McLaughlin at anniemcl@u.washington.edu, Carol Davis at cadavis1@u.washington.edu