Download - PBIS Tertiary Introductory Training
![Page 1: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/1.jpg)
PBIS Tertiary Introductory Training
Tertiary Team
Secondary Team
Universal Team
![Page 2: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/2.jpg)
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
![Page 3: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/3.jpg)
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
![Page 4: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/4.jpg)
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
![Page 5: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/5.jpg)
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
![Page 6: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/6.jpg)
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
![Page 7: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/7.jpg)
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.
![Page 8: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/8.jpg)
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%
Retrieved from www.pbis.org
![Page 9: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/9.jpg)
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
![Page 10: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/10.jpg)
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
![Page 11: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/11.jpg)
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
![Page 12: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/12.jpg)
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
![Page 13: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/13.jpg)
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
![Page 14: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/14.jpg)
Case Study—Step 2: Goal SettingD
ecre
ase
Incr
ease
Bro
ad
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
Retrieved from www.pbis.org
![Page 15: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/15.jpg)
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
![Page 16: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/16.jpg)
Case Study: Behavior Rating Scale With AnchorsBehavior Date
Screaming 9+ times7-8 times5-6 times3-4 times0-2 times
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
Hitting 8+ times6-7 times4-5 times2-3 times
0-1 times
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
Expressing Frustration
40%+30-40%20-30%10-20%
0-10%
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
Transition to Nonpreferred
Whimper or squealLouder than indoor voice
Outdoor play voiceLouder than outdoor play
Ear penetrating
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
54321
Retrieved from www.pbis.org
![Page 17: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/17.jpg)
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
![Page 18: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/18.jpg)
The following is an example that can be used for data collection.
![Page 19: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/19.jpg)
Retrieved from www.pbis.org
![Page 20: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/20.jpg)
Retrieved from www.pbis.org
![Page 21: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/21.jpg)
Retrieved from www.pbis.org
![Page 22: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/22.jpg)
Retrieved from www.pbis.org
![Page 23: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/23.jpg)
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
crea
min
g, H
ittin
g
Retrieved from www.pbis.org
![Page 24: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/24.jpg)
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
Retrieved from www.pbis.org
![Page 25: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/25.jpg)
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
![Page 26: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/26.jpg)
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
Retrieved from www.pbis.org
![Page 27: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/27.jpg)
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
![Page 28: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/28.jpg)
Questions?
![Page 29: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/29.jpg)
Other Document Ideas(borrowed from various sources)
Retrieved from www.pbis.org
![Page 30: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/30.jpg)
Retrieved from www.pbis.org
![Page 31: PBIS Tertiary Introductory Training](https://reader038.vdocuments.us/reader038/viewer/2022110102/5681417e550346895dad6ffd/html5/thumbnails/31.jpg)
References
• www.pbis.org• http://trainers.calsac.org
Retrieved from www.pbis.org