Positive Behavior Supports and Interventions Study Group

1. Positive Behavior Supports and Interventions Study Group Activities and Recommendations for Further study

2. PBS Study group participants: Dr. Peter Kozik, HESC Dr. Amanda Fenlon, SUNY Oswego Dr. Candace Mulcahy, SUNY Binghamton Dr. Kevin Miller, Buffalo State College Mr. Bud Buckhout, Cazenovia College

3. PBS Study Group Activities • Attended VESID/SETRC Meeting-Roll out of PBS Quality Indicators-Provided feedback • Gathered, compiled and shared PBS Resources for Teacher Educators (syllabi, program descriptions, assignment descriptions and rubrics) • Developed, piloted and administered survey: Teacher Educator Survey of Positive Behavior Supports and Interventions • Met several times to share resources, discuss survey, activities and implications for teacher prep programs

4. PBS Resources for Teacher Educators • Sample Syllabi: • SPE 521 Educational Planning: Proactive Behavior Supports, Dr. Amanda Fenlon, SUNY Oswego MSED Childhood Special Education Program • EEX 6612 Methods of Behavioral Management, Dr. Kevin Miller, Buffalo State College • EPSY 384: ADVANCED POSITIVE BEHAVIOR SUPPORT, Dr. Brandi Simonson, University of Connecticut

5. PBS Resources for Teacher Educators • Sample Assignments/Rubrics: • Functional Behavior Assessment and Positive Behavioral Support Project Portfolio Requirement Completed in EEX 6612, Dr. Kevin Miller, Buffalo State College • Functional Behavior Assessment Project, Dr. Amanda Fenlon, SUNY Oswego, MSED Childhood Special Education Program.

6. Specialization in Positive Behavior Support UConn PBS Program Description • Who should apply? • The specialization in Positive Behavior Supports (PBS) is designed for students who… • ….have education, experience, or both in Special Education or a related area of study. • ….are pursuing advanced degrees in Special Education or a related area of study. • ….desire to gain an in-depth knowledge of Applied Behavior Analysis (ABA), the empirical basis for PBS. • ….commit to applying evidence-based practices in positive behavior interventions and supports in their future work. • What courses and experiences are required? • The following required courses are offered in 4 consecutive semesters. • EPSY 213/320: Classroom and Behavior Management for Special Education • EPSY 349: Individualized Positive Behavior Support • EPSY 358: Applied Behavior Analysis • EPSY 381:Practicum in Positive Behavior Support • In addition, students are required to complete activities to demonstrate mastery of competencies in the area of PBIS. The list of competencies is available upon request. • What are the timelines and next steps? • Students may apply to participate in the specialization in PBS at two points in time: (a) upon acceptance into the Master’s Program in SPED or (b) at the end of their junior year in the Integrated Bachelor’s/Master’s (IBM) Program. Students may apply at any time if openings are available. Please note that the required sequence of courses takes 4 semesters (2 years) to complete. • The application process includes (a) an application for admission to the specialization; (b) a personal statement focusing on experience, interest, and future endeavors in PBS; and (c) a minimum of 2 references who can speak to your experience and potential in PBS. • Interested students should contact Dr. Brandi Simonsen for additional information (brandi.simonsen@uconn.edu). Specialization in PBS at UCONN

7. Teacher Educator Survey of Positive Behavior Supports and Interventions • What are we currently doing?

8. Teacher Educator Survey of PBS • Sample Question: What type of fieldwork/practicum do students complete related to PBS: (check one) • 7-10 week supervised student teaching in special educator role that includes conducting an FBA and designing and implementing a PBS plan for a specific student • 25 hour supervised practicum that includes focused assignments around PBS  • Several structured classroom observations/team meetings to develop FBA and design PBS plan • No field study related to PBS

9. PBS survey • 29 question survey • 19 respondents from TFQIS-August- September, 2008 • Thank you for your participation • Data analysis still needed

14. What did we learn? • We’re just getting started! • High level of PBS Expertise among members of TFQIS that should be cultivated and shared • Need further data analysis of survey • Need another more focused survey with qualitative component

15. Recommended Future Activities • Compile and analyze data from the PBS survey -Determine possible future professional development needs based upon data. • Kevin:Gather information on exemplar teacher preparation programs/practices by reaching out to Task Force members identified by the survey. Request sharing of course syllabi, sample assignments, field practicum requirements, program descriptions, etc. • Kevin “knows where you live”

16. Recommended Future Activities • Consider creation of a PBS Consortium within the TFQIS. • Further explore how to align the Quality Indicators for Positive Behavioral Support and interventions with teacher preparation in New York State. • Further explore with SETRC the future use and implementation of the PBS QI.

17. Recommended Future Activities • Together with SETRC & VESID, consider developing a web-based PBS resource (including some of the excellent content and materials from the QI) for teacher preparation faculty, teachers and school districts which would highlight exemplar teacher preparation programs/practices and practitioner related resources.

18. Thank you to Jerry, Peter, and the HESC for their support!