PBIS Tertiary Introductory Training

PBIS Tertiary Introductory Training

Tertiary Team

Secondary Team

Universal Team

AGENDA

• Introduce ourselves• Review reasoning for creating a Tertiary Team• Who should be on this team?• Tertiary level PBIS introduction• Case study• Generation of documents• Evaluation/ conclusion

Why are we meeting today?

• Increase understanding of functional assessment and function based behavior support.• To provide a foundation for tier 3 School-wide PBIS training

Use the Same PBIS Strategies

• Strengths based model• Create a vision and build consensus• Use strong team processes• Conduct a community self assessment • Create a planning team that represents your

community• Create an action plan• Meet on a regular basis • Use data for decision making

Retrieved from www.pbis.org

Focus on Assets and Strengths

• Create strong action-oriented meetings• Use data for decision making• Set the stage for a positive focus

– Ground rules to avoid dwelling on negatives– Bring tools to build connections– Build on existing strengths

• Evaluate positive outcomes and celebrate


Who Makes Up A Tertiary Team?

• PBIS Coach• Parents of Individual Students

• Classroom Teacher

• Special Education Teacher

Guidance Counselors

Administrators

Social Worker

Behavioral Specialist/

School Psychologist

Why Create a Tertiary Team?

• The program is designed to reach high-risk students that have demonstrated a high resistance to interventions.

• An intensive system of support is needed.

• The PBIS program correlates to the 3 levels of the behavioral component of RtI.

Individualized PBIS (Tertiary)

• For high-risk students:– History of severe

problem behaviors

– Demonstrated resistance to intervention

– An intensive system of support is needed

~15%

~ 80% of Students

~5%


Tertiary Supports in Schools

• Traditional process:– Specialist/expert-driven

• Complete an observation• Write a support plan

• The contextual fit is often ignored• Limited support/follow-up/training provided


Step 1: Team Development

• Members and roles identified:– Teacher– Behavior specialist/school psychologist– Family members, paraprofessionals, special area

teachers • Work Styles InventoryFrom:

http://trainers.calsac.org/fs/global:file/publish/jmkizr1eij7gpai_files/file/id/xqtpcy0eh8xmry?1=1&_c=zrwneygm4vxj2l&_credir=1307997746&_c=zrwneygm4vxj2lRetrieved from www.pbis.org

http://trainers.calsac.org/fs/global:file/publish/jmkizr1eij7gpai_files/file/id/xqtpcy0eh8xmry?1=1&_c=zrwneygm4vxj2l&_credir=1307997746&_c=zrwneygm4vxj2l




Case Study—Step 1: Team Building

• Rudy is a 14-year-old male in a self-contained classroom.

• 1 teacher, 16 students.


Case Study—Step 1: Team Building

• Teacher-- Ms. Wonderful• Facilitator— PBIS Coach• Results of teaming information indicate that

we need a great team that meets regularly to brainstorm.


Step 2: Goal Setting

• Identify team consensus on:– Academic behavior– Social behavior– Problem behavior– Appropriate behavior

• Develop and begin baseline data collection


Case Study—Step 2: Goal SettingD

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Student will communicate his wants and needs appropriately

Student will interact with peers appropriately

Student will comply with non-preferred activities and requests

Student will decrease screaming, hitting, and getting out of his seat

Student will decrease hitting, screaming at, and bossing his peers

Student will decrease screaming and hitting

Student will ask for a break or for attention when needed

Student will initiate peer interactions using his Dynamite

Student will engage in non-preferred activities and communicate his frustration using his Dynamite or an appropriate tone

Behavior Social Academic


Case Study: Operational Definitions of Problem and Replacement Behaviors

• Screaming—loud, high pitched noise heard outside the classroom.

• Hitting—anytime student touches peers or adults with an open hand, fist, foot, or object while screaming or protesting.

• Expressing Frustration—using Dynamite, pictures, or signs to ask for a break or attention.

• Transition to non-preferred activities—moving to non-preferred activity and engaging with appropriate verbal

expression (noise level).


Case Study: Behavior Rating Scale With AnchorsBehavior Date

Screaming 9+ times7-8 times5-6 times3-4 times0-2 times

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Hitting 8+ times6-7 times4-5 times2-3 times

0-1 times

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Expressing Frustration

40%+30-40%20-30%10-20%

0-10%

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Transition to Nonpreferred

Whimper or squealLouder than indoor voice

Outdoor play voiceLouder than outdoor play

Ear penetrating

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Step 3: Assessment

• Checklist format:– Antecedents or Triggers (Prevent)– Function(s) of the problem behaviors (Teach)– Consequences following the problem behaviors

(Reinforce)• Assists team to link function of behavior to

intervention plan.• Please look at your photocopies of FBA’s and

BIP’s.Retrieved from www.pbis.org

The following is an example that can be used for data collection.





Case Study—Step 3: PTR AssessmentProblem Behavior

Prevention Data Teach Data Reinforce Data

Non-preferred task1.Reading, Math

Transition1.Preferred to non-preferred2.Change in schedule

Denied item, told no, or to fix something

Other students upset/madTeacher attending to others

Gain attention1.Peers, adults

Delay

Access to items

RedirectedReprimandedCalm/soothe

Personal space

Later must complete task

Loses/delays reinforcersS

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min

g, H

ittin

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Case Study—Step 3: PTR AssessmentAppropriate Behavior

Prevention Data Teach Data Reinforce Data

Independent workOne-on-one

attentionSpecials

Peer interactionGetting attentionRaising handSharing attentionConversation skillsTaking turnsWaitingSelf-managementAsking for breakExpressing emotions

Treasure boxMovieAttentionHelping teacherGoing to media

centerGoing outsideWalkFood

Pro

soci

al


Step 4: Intervention (PTR)

• Team ranks top three intervention strategies in each of the PTR components

• Multi-component intervention that teacher states s/he can implement– Prevent– Teach– Reinforce

• Implementation plan


Case Study: Tips on Linking Interventions to Hypothesis

• Prevention strategies must address:– Giving students more attention – Changing non-preferred task

• Presentation (how it is given to student; how it looks)• Content (embedding preferences)

– Changing environment surrounding independent work time

• Teach strategies must address:– How to get attention appropriately– How to get a delay appropriately– How to access preferred item appropriately

• Reinforce strategies must address:– Giving student attention/help– Giving student a delay– Giving student access to preferred activities


Step 5: Evaluation

• Data-based decision-making– Identifying what is working; what is not and WHY

• Expanding into other routines: start in one area

• Continuing team meetings– Planning time– Cohesiveness


Questions?

Other Document Ideas(borrowed from various sources)



References

• www.pbis.org• http://trainers.calsac.org


http://www.pbis.org/

http://trainers.calsac.org/

Documents

PBIS Tertiary Introductory Training