Building Tertiary Systems of Support Terry Bigby, Ed.D. Material adapted from Illinois PBIS & Tim Lewis, Ph.D., University of Missouri- Columbia.
Post on 25-Dec-2015
214 Views
Preview:
Transcript
Building Tertiary Building Tertiary SystemsSystems of Supportof Support
Terry Bigby, Ed.D.
Material adapted from Illinois PBIS & Tim Lewis, Ph.D., University of Missouri-
Columbia
Building Tertiary Building Tertiary SystemsSystems of Supportof Support
Tertiary Tertiary InterventionsInterventions
Specialized Specialized
IndividualizedIndividualized
Systems for Systems for Students with High-Students with High-Risk BehaviorRisk Behavior
Effective 3-Tiered Academic & Effective 3-Tiered Academic & Behavioral Systems for Behavioral Systems for AllAll Kids Kids
Universal core curriculum/evidence-based instruction and supports for all students
Universal screening to determine which students are not meeting benchmarks
Targeted instruction and support that goes beyond what all students receive
Progress monitoring Intensive and individualized instruction
and support for students who are still not making progress
Decision points throughout/data-based decision making
What is Tertiary Prevention?What is Tertiary Prevention? Tertiary Prevention involves a process of
functional behavioral assessment (FBA) and a support plan comprised of individualized, assessment-based intervention strategies, including a wide range of options such as: (1) guidance or instruction for the student to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of the plan as necessary.
Why Should We Build Why Should We Build Tertiary Systems?Tertiary Systems?
When universals are not sufficient to impact When universals are not sufficient to impact behaviorbehavior
When students display chronic patternsWhen students display chronic patterns
When concerns arise regarding students’ When concerns arise regarding students’ academic or social behavioracademic or social behavior
The The SHIFT SHIFT
From factors “outside” our control to factors of academic or behavioral “Instruction”
From “What’s wrong with this child?” to “What supports does this child need in order to be successful?”
From “child focus” to “a comprehensive system approach”
Tertiary Systems PrerequisitesTertiary Systems Prerequisites Universals must be well established and in-place Effective school-wide or universal system of
positive behavior support Local behavioral competence Faculty agreement to support all students Regular leadership team-based review &
problem solving Discipline/behavior incident data management
system District start-up resources Function-based approach
What is function based support?What is function based support?
Foundations in behavioral theory, applied behavior analysis, & pbs
Attention to environmental context Emphasis on “purpose” or function of
behavior Focus on teaching behaviors Attention to implementers (adult
behaviors) & redesign of teaching & learning environments.
FunctionsFunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Behavior Support ElementsBehavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Team*Specialist
*Problem & alternative behaviors*Hypothesis statement*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support & data plan
*Technical adequacy*Sustainability plan
Big IdeasBig Ideas Understand interaction between behavior and the
teaching environmentBehavior is functionally related to the teaching environment
Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors
Create environments to support the use of pro-social behaviors Around individual student need / self-management Classroom School-wide
Continuum of Support for Continuum of Support for Secondary-Tertiary Level Secondary-Tertiary Level
SystemsSystems1. Group interventions (BEP, social or academic skills groups,
tutor/homework clubs, etc)
2. Group Intervention with a unique feature for an individual student, (BEP individualized into a Check & Connect; mentoring/tutoring, etc.)
3. Simple Individualized Function Based Behavior Support Plan for a student focused on one specific behavior (simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc)
4. Complex Function-based Behavior Support Plan across settings (i.e.: FBA/BIP home and school and/or community)
5. Wraparound: More complex and comprehensive plan that address multiple life domain issues across home, school and community (i.e. basic needs, MH treatment, as well as behavior/academic interventions) multiple behaviors
Positive Behavior SupportPositive Behavior Support
Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
TargetedTargeted
IntensiveIntensive
AnalyzeStudent Data
Interviews,
Questionnaires, etc.
Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis
Simple Student Interventions
Group Interventions
Complex Individualized Interventions
Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Starting PointsStarting Points
1. Universals firmly in place2. Data used consistently in team meetings3. Data decision rules to identify students
who need individual supports4. Inventory of existing practices5. Create more efficient systems to
capitalize on current practices6. Plan for creation of new practices based
on student need7. Apply basic logic of SW-PBS throughout
(Data, Systems, Practices)
Equal attention to practices (student support) and systems (adult support)
Why Invest in Universal Why Invest in Universal Systems of Support First?Systems of Support First?
We can’t “make” students learn or behave We can create environments to increase the
likelihood students learn and behave Environments that increase the likelihood are
guided by a core curriculum and implemented with consistency and fidelity across all learning environments
Building A Tertiary SystemBuilding A Tertiary SystemSystems
Efficient, effective team meetings Tools for targeted interventions, FBA, BSP Defined role for specialists in school (e.g., SPSY,
counselors) Data
Measure outcomes Measure Process
Practices Multiple ways to identify a student Continuum of interventions Link between academics and social behavior
support Monitor outcomes
Tertiary Tier: SystemsTertiary Tier: Systems
Systems1. Team based problem solving
District, Building @ all 3 tiers On-going training for team members Access to technical assistance
2. Data-based decision making system3. Sustainability focus
Redefining roles, district-level data review, etc.
4. Systematic Screening Beyond ODR’s
IL PBIS Network
Tertiary Tier: DataTertiary Tier: Data
Data 1. Data used for engagement and action
planning with team2. Data tools are strengths/needs based3. Multiple perspectives and settings
captured in data4. Show small increments of change at
team meetings
IL PBIS Network
Tertiary Tier: PracticesTertiary Tier: Practices
Multiple ways to identify a student Routine review of individual student data Efficient teacher referral system Parent referral Screening tools (e.g. SSBD) Look for those students who are often “under the radar”...
Students who change addresses frequently Temporary or seasonal farmers or workers in the community Homeless students Students in foster care or juvenile service homes
Continuum of interventions Link between academics and social behavior
support
Plan for Integrity of ImplementationPlan for Integrity of Implementation
Teaching Teaching Coaching and feedbackCoaching and feedback Scripts for adults to follow Scripts for adults to follow Data CollectionData Collection Follow-up support meetingsFollow-up support meetings Follow up data evaluationFollow up data evaluation
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
Tertiary Prevention• Wraparound• School-based MH• Function-based support• •
Secondary Prevention• Check in/out• First Steps• Targeted SS Group• •
Primary Prevention• SWPBS• General social skills• Character education• •
Audit
1.Identify existing efforts by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
top related