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PBIS Tertiary Introductory Training

PBIS Tertiary Introductory Training. 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?.

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PBIS Tertiary Introductory Training

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  1. PBIS Tertiary Introductory Training

  2. 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

  3. 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

  4. 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

  5. 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 Retrieved from www.pbis.org

  6. Who Makes Up A Tertiary Team?

  7. 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.

  8. Individualized PBIS (Tertiary) • For high-risk students: • History of severe problem behaviors • Demonstrated resistance to intervention • An intensive system of support is needed ~5% ~15% ~ 80% of Students Retrieved from www.pbis.org

  9. 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 Retrieved from www.pbis.org

  10. Step 1: Team Development • Members and roles identified: • Teacher • Behavior specialist/school psychologist • Family members, paraprofessionals, special area teachers • Work Styles Inventory From: http://trainers.calsac.org/fs/global:file/publish/jmkizr1eij7gpai_files/file/id/xqtpcy0eh8xmry?1=1&_c=zrwneygm4vxj2l&_credir=1307997746&_c=zrwneygm4vxj2l Retrieved from www.pbis.org

  11. Case Study—Step 1: Team Building • Rudy is a 14-year-old male in a self-contained classroom. • 1 teacher, 16 students. Retrieved from www.pbis.org

  12. 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. Retrieved from www.pbis.org

  13. Step 2: Goal Setting • Identify team consensus on: • Academic behavior • Social behavior • Problem behavior • Appropriate behavior • Develop and begin baseline data collection Retrieved from www.pbis.org

  14. Social Behavior Academic Broad Decrease Increase Case Study—Step 2: Goal Setting Retrieved from www.pbis.org

  15. 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). Retrieved from www.pbis.org

  16. Case Study: Behavior Rating Scale With Anchors Retrieved from www.pbis.org

  17. 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

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

  19. Retrieved from www.pbis.org

  20. Retrieved from www.pbis.org

  21. Retrieved from www.pbis.org

  22. Retrieved from www.pbis.org

  23. Case Study—Step 3: PTR AssessmentProblem Behavior Screaming, Hitting Retrieved from www.pbis.org

  24. Case Study—Step 3: PTR AssessmentAppropriate Behavior Prosocial Retrieved from www.pbis.org

  25. 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 Retrieved from www.pbis.org

  26. 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 • Teachstrategies 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 Retrieved from www.pbis.org

  27. 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 Retrieved from www.pbis.org

  28. Questions?

  29. Other Document Ideas(borrowed from various sources) Retrieved from www.pbis.org

  30. Retrieved from www.pbis.org

  31. References • www.pbis.org • http://trainers.calsac.org Retrieved from www.pbis.org

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