integrating and aligning behavioral health initiatives within your … · state of florida,...

This product was developed by the Florida Positive Behavioral Interventions and

Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

Integrating and Aligning Behavioral Health Initiatives within Your PBIS Framework

This presentation was developed in part under grant number 5H79SM061890 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of

the authors and do not necessarily reflect those of SAMHSA or HHS.

Dama Abshier, PhD Cat Raulerson, Ed.SKatrina Emerich, M.EdFLPBIS Technical Assistance Specialists

Objectives

Identify benefits

Identify and apply best practices

Build knowledge of resources, tools and strategies to help teams

Organizational Alignment….

– The simultaneous implementation of multiple initiatives with efficiency and effectiveness.

Avoid:“One of the major variables affecting sustained implementation of effective practices is the introduction of new initiatives that either (a) compete with resources needed for sustained implementation or (b) contradict existing initiatives.” McIntosh (2015)

What level of organizations do we have represented in group?

Identify Benefits in Student Outcomes Associated With Integrating Behavioral Health Initiatives Within PBIS Framework

Goals of PBIS Implementation: Connecting to Behavioral Health Initiatives

Build effective, positive school environments

Enhance school safety and academic and behavioral outcomes for ALL students

Prevent / reduce problem behavior using a collaborative, assessment-based approach to develop effective instruction & interventions

Teach appropriate behavior to enhance social-emotional learning

Reinforce desired behavior to maintain meaningful and durable behavior and lifestyle change.

Creating an environment that supports success:

Trauma-Informed approachhttps://www.samhsa.gov/trauma-violence

http://samhsa.gov/nctic/trauma-interventions

https://www.samhsa.gov/trauma-violencehttp://samhsa.gov/nctic/trauma-interventions

Outcomes Noted in Combined Approach

Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large

Urban School District (Von der Embse, Rutherford, Mankin, &

Jenkins, 2018)

Decreased social, academic, and emotional risk

Decreased ODRs

Trauma Sensitive Schools and the PBS Framework (Sadin, 2018)

Mitigates impact of stress on learning and behavior

Reduced discipline incidences

Improved attendance

Improved academic achievement

“Social and emotional learning (SEL) is the process through

which children and adults acquire and effectively apply the

knowledge, attitudes, and skills necessary to understand and manage emotions, set and

achieve positive goals, feel and show empathy for others,

establish and maintain positive relationships, and make responsible decisions.”

What is Social Emotional Learning (SEL)?

Collaborative for Academic, Social, and Emotional Learning (CASEL) http://www.casel.org/what-is-sel/

http://www.casel.org/what-is-sel/

Best Outcomes Seen in Classes that Integrate SEL and PBIS• Effect of Universal Interventions on Students’ Mental Health

Externalizing InternalizingCombo > SEL = PBIS > BAU Combo = SEL > PBIS = BAU

- Cook, Frye, Slemrod, Lyon, Renshaw, & Zhang (2015)

Chart1

BAUBAU

SELSEL

PBISPBIS

SEL + PBISSEL + PBIS

Baseline

Post (5 months later)

5.76

5.73

5.77

4.7

5.63

4.53

5.88

3.56

Sheet1

BaselinePost (5 months later)

BAU5.765.73

SEL5.774.7

PBIS5.634.53

SEL + PBIS5.883.56

To resize chart data range, drag lower right corner of range.

Chart1

BAUBAU

SELSEL

PBISPBIS

SEL + PBISSEL + PBIS

Baseline

Post (5 months later)

3.04

3.07

3.06

2.47

3.15

3.06

3.04

1.76

Sheet1

BaselinePost (5 months later)

BAU3.043.07

SEL3.062.47

PBIS3.153.06

SEL + PBIS3.041.76

To resize chart data range, drag lower right corner of range.

Combination Promotes Complete Mental Health

Negative Symptoms(Mental Illness/Problems)

Anxiety, Depression, and other forms of internalizing

problems

Trauma and other environ-mental

stressors

Thinking errors,

behavioral withdrawal

Disruptive Behaviors, such as

defiance, rule violations,

substance use

Risky/ unsafe

settings

Inconsistent rules and expecta-

tions across settings

Positive Indicators(Wellness or Well-Being)

Life Satisfaction and Happiness

Building blocks of

well-being, (gratitude, empathy,

persistence)

Basic needs

are met

Strong Social Relationships

Social skills

Healthy interactions

(minimal bullying,

high support)

Risk Factors Resilience Factors

(Florida AWARE, 2015; Suldo & Romer, 2016)

Better physical, social, and academic outcomes than just absence of problems

http://www.midwestpbis.org/interconnected-systems-framework/publications

ISF FACT SHEETS

http://www.midwestpbis.org/interconnected-systems-framework/publications





Identify and Apply Best Practices For Teams To Integrate and Align Initiatives

Steps for Alignment/Integration: Technical Guidehttps://www.pbis.org/resource/technical-guide-for-alignment-of-initiatives-programs-and-practices-in-school-districts

https://www.pbis.org/resource/technical-guide-for-alignment-of-initiatives-programs-and-practices-in-school-districts

Decision making authority

Access and use of data

Expertise on all being integrated and aligned

Role of Family, Youth and Community

2. Defining Outcomes You Want

• What Needs are Being Met?• What Needs Are Not Being

Met?– *Consider Externalizing and

Internalizing

• How do we know?

3. Evaluate Initiatives

• What do we have in place?– Is it actually in place (fidelity)?

• If needed what is it we are adding and WHY?– Has it worked in similar

context?• Population, setting, etc

• Can we support the addition?– Training, coaching,

implementation needs• How will we monitor?

– Fidelity, Student Outcomes

Barriers

• Isolated Data Systems or outcomes assessed

• Teams in Silos or not functioning

• Lack of fidelity data for initiatives or inconsistent collection of implementation data

• Knowledge of evidenced based practices– Resistance to improving current

implementation

Resources

• Common Goals/Outcomes Assessed Regularly, Data Sharing Agreements

• Integrated Teams/shared responsibility and expertise

• Scheduled assessments, matched tools and graphed data

• Evidenced Based Registries, partnerships with agencies or within district departments

Resource Mapping With PBIS Leadership TeamsWhat Needs Do We Have? What is response to current supports In Place?

Use schoolwide data for: • Needs assessment (what types of programs does my school/students need?)• Screen all children for emerging problems (internalizing and externalizing; academic)• Monitor progress of Tier 1 services

http://www.schoolmentalhealth.org/media/SOM/Microsites/NCSMH/Documents/Quality-Guides/Needs-Assessment-&-Resource-Mapping-2.3.20.pdf

http://www.schoolmentalhealth.org/media/SOM/Microsites/NCSMH/Documents/Quality-Guides/Needs-Assessment-&-Resource-Mapping-2.3.20.pdf

Evaluating Your Tier I System

23

Are we meeting ALL of our student needs?Overall student population and needs of various

subgroups (proportionality)

YesHow do we maintain

implementation of successful practices as

part of Tier I System

NoIs our PBIS Framework in place

with fidelity?

If not, what supports are needed to increase fidelity?

If yes, what changes need to be made to Tier I System to further

support behavioral health

Academic, Behavioral, Social Emotional

Evaluating Your Tier I System Example: School

24

NO: Increasing referrals for aggression and OSS for fightingCommunity has had increasing rates of arrests for violent acts/exposure to Trauma

School BOQ data shows high fidelity of PBIS, may need instruction in skills with anger management/conflict resolution

What factors do we know for Selection?

Morning meeting time, or Health Course would provide time for teaching and alignment to standards. Could add

program through this…

Core Features Universal Level Prevention/Promotion of Mental Health Examples (Tier 1)

Features Examples

Focus: Prevention and competence-building for all students. Define and teach appropriate social behaviors.

Social Emotional Learning (SEL) curricula & School-Wide PBIS

Positive Psychology well-being promotion

Use schoolwide data for: needs assessment, screen all children for emerging problems (internalizing and externalizing), and monitor progress of universal services

School Climate initiatives

Universal screenings

Schoolwide development and generalization of specific skills (e.g., social skills, responding to bullying)• School wide practice of skills• Provide direction, instruction AND

adult/peer modeling of skills taught

School-Wide Positive Behavior Support

Social Skills curricula

- Christner & Mennuti, 2009; Simon, 2016

Prevention Practices First:https://www.livebinders.com/media/get/MTk2MDIxMzk=

What Does PBIS ‘Look Like’? • Staff develop expectations & rules with input from ALL

stakeholdersExpectations & Rules

• Lesson plans are developed for teaching the expectations• ALL staff and students are taught the expectations and rulesTeaching

• System for reinforcing appropriate behavior is development• System is taught to ALL stakeholders and implementedReinforcing

• Effective discipline process and procedures are developed• Procedures are consistently implemented by ALL staffDiscipline Process

• Effective hierarchy of consequences are developed• Consequences are consistently implemented by ALL staffConsequences

• Timely collection and analysis of behavior data• Data-based problem solving is used to target instructionData System

Teaching Social-Emotional Behavioral Skills

Define the skill to teach

Model & demonstrate

the skill

Provide examples &

non-examples

Practice the skill in the natural

setting

Provide reinforcement & corrective

feedback

Monitor data, adjust instruction,

Reteach

Differentiate instruction based on

student needExplicit

InstructionThe ‘How’

https://casel.org/what-is-sel/approaches/

https://casel.org/what-is-sel/approaches/

SWPBIS Trauma InformedMid West PBIS Network: http://www.midwestpbis.org/materials/special-

topics/trauma

http://www.midwestpbis.org/materials/special-topics/trauma

One MTSS model, multiple domains

ACADEMICS SOCIAL EMOTIONAL SKILLS1. Core curricula: CCSS 1. Core curriculum

• HMH Journeys • SW Expectations

• McGraw-Hill math • Defined Rules and Procedures,reinforcement systems

• Use SEL Curriculum for ongoing instruction of Expectations

• Effective continuum of responses to respond to behavioral errors

2. Supplemental resources 2. Supplemental resources• Small group instruction • CI/CO program

• Social emotional groups• Support groups

3. Individualized help 3. Individualized help• Computerized instruction • Mentoring• Tutoring • Counseling

Data Based Decision Making, Professional Development and Ongoing Coaching

Teaching Social Emotional Competencies Within PBIS Resource and Examples Within A Teaching Matrixhttps://www.pbis.org/Common/Cms/files/pbisresources/TeachingSocialEmotionalCompetenciesWithinAPBISFramework.pdf

https://www.pbis.org/Common/Cms/files/pbisresources/TeachingSocialEmotionalCompetenciesWithinAPBISFramework.pdf

Describe Fit and Align: TIC Resource Example

Creating an environment that supports success:

Trauma-Informed approachhttps://www.samhsa.gov/trauma-violence

http://samhsa.gov/nctic/trauma-interventions

https://www.samhsa.gov/trauma-violencehttp://samhsa.gov/nctic/trauma-interventions

District Example TIC: Desired Outcomes, Teaming and PD Support





School Level Examples

How might the below curriculum map help a staff implementer in this school?

SW PBIS SEL Curriculum

TIC Builds Foundation For Relationships and Safety: Clear Expectations, ongoing Instruction with ongoing instruction in social emotional skills, recognition and acknowledgment

TIC : Consider Routines For Coping Skills, Self-Regulation

Routines

Expectations

BE SAFE • Think happy thoughts

• Draw a picture

• Ask for a hug

• Squeeze a stress ball

• Take 3 deep breaths

• Count to 10

• Take 3 deep breaths

• Count to 10• Go for a

walk

BE RESPONSIBLE

• Complete my work

• Remember my goal

• Take a mini break

• Talk to my teacher

• Take a break

• Talk about my feelings

• Take a break

• Talk about the problem

BE RESPECTFUL

• Listen to my teacher

• Help others



• Listen to an adult

Define & Teach Classroom Routines for Regulation/Self Management And Self Awareness

School Team Example:What Is Taught School Wide?

Use strategies taught in Second Step as part of instructional discipline

Everyone on Campus: Ongoing reinforcement when students demonstrate expectations and social emotional skills taught to generalize across campus

Social Emotional Learning Curriculum

Second Step Ongoing Instruction on Skills to Help Students Demonstrate SW Expectations

PBIS SW Expectations Across Campus

Students and their teacher define aligned rules for classroom

Responsible, Safe

Recognize triggers

Control Emotions

Use Strategies

Tier 2 Alignment: Ensuring Match to Function and Internalizing/SE wellness

Function Check-In/ Check-Out

Social Emotional

Skills Group

Check & Connect

Self-Monitoring

Get Adult Attention X X X

Get Peer Attention X X

Escape/Avoid Social

InteractionX X X

Escape/Avoid Task or Activity X X X

Adapted from Umbreit, Ferro, Liaupsin, & Lane, 2007

Daily Progress Report (DPR) Sample MW PBIS

NAME:______________________ DATE:__________________

Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievementin relation to the following sets of expectations/behaviors.

EXPECTATIONS1 st block 2 nd block 3 rd block 4 th block

Be Safe 2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful 2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible 2 1 0 2 1 0 2 1 0 2 1 0

Total Points

Teacher Initials

Adapted from Grant Middle School STAR CLUB

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Self-CheckUse calming strategy

Use your wordsUse safe hands

Ask for helpConnect with safe

person

Trauma-InformedTier 2 Group

Tier 2/3 Alignment: Progress Monitoring

Second Step Tier 2

TIC and PBIS

Restorative Practices

SBMH and PBIS

• https://www.livebinders.com/play/play?id=2281280

• https://www.livebinders.com/play/play?id=2381322

Additional Resources: Recorded Chats For Teams on Topics For Integration/Alignment

https://www.livebinders.com/play/play?id=2281280https://www.livebinders.com/play/play?id=2381322

Selecting Evidence-Based Interventions

• The California Evidence-Based Clearinghouse for Child Welfare – http://www.cebc4cw.org/

• Collaborative for Academic, Social, and Emotional Learning (CASEL) Guide to Effective Social and Emotional Learning Programs

– http://www.casel.org/guide

• Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model Programs Guide (MPG)

– http://www.ojjdp.gov/mpg/

• Suicide Prevention Resource Center – Best Practices Registry – http://www.sprc.org/bpr

• Promising Practices Network (archived)– http://www.promisingpractices.net/

• What Works Clearinghouse – http://ies.ed.gov/ncee/wwc/

http://www.cebc4cw.org/http://www.casel.org/guidehttp://www.ojjdp.gov/mpg/http://www.sprc.org/bprhttp://www.promisingpractices.net/http://ies.ed.gov/ncee/wwc/

Thank you!!!

Contact Information and Resources

For additional information or to get started, contact your district's PBIS project contact or the FLBIS:MTSS Project:

• Phone: (813) 974-6440• Fax: (813) 974-6115• E-mail: [email protected]• Website: www.flpbis.org

OSEP TA Center on PBIS• www.pbis.org

Association on PBIS• www.apbs.org

www.facebook.com/flpbis

www.twitter.com/flpbis

www.youtube.com/user/FloridaPBS

http://www.flpbis.org/

Slide Number 1Objectives Organizational Alignment….Identify Benefits in Student Outcomes Associated With Integrating Behavioral Health Initiatives Within PBIS Framework�Slide Number 5Goals of PBIS Implementation: Connecting to Behavioral Health InitiativesCreating an environment that supports success:�Trauma-Informed approachSlide Number 8Outcomes Noted in Combined ApproachWhat is Social Emotional Learning (SEL)?�Best Outcomes Seen in Classes that Integrate SEL and PBISSlide Number 12Slide Number 13Identify and Apply Best Practices For Teams To Integrate and Align Initiatives�Steps for Alignment/Integration: Technical Guide�https://www.pbis.org/resource/technical-guide-for-alignment-of-initiatives-programs-and-practices-in-school-districtsSlide Number 16Slide Number 17Slide Number 18Slide Number 19Slide Number 20Slide Number 21Resource Mapping With PBIS Leadership Teams �What Needs Do We Have? What is response to current supports In Place?Evaluating Your Tier I SystemEvaluating Your Tier I System Example: School�Core Features Universal Level Prevention/Promotion of Mental Health Examples (Tier 1)Prevention Practices First:�https://www.livebinders.com/media/get/MTk2MDIxMzk=What Does PBIS ‘Look Like’? Teaching Social-Emotional Behavioral SkillsSlide Number 30SWPBIS Trauma Informed�Mid West PBIS Network: http://www.midwestpbis.org/materials/special-topics/traumaSlide Number 32One MTSS model, multiple domainsTeaching Social Emotional Competencies Within PBIS Resource and Examples Within A Teaching Matrix��https://www.pbis.org/Common/Cms/files/pbisresources/TeachingSocialEmotionalCompetenciesWithinAPBISFramework.pdf�Describe Fit and Align: TIC Resource ExampleCreating an environment that supports success:�Trauma-Informed approachDistrict Example TIC: Desired Outcomes, Teaming and PD Support School Level Examples How might the below curriculum map help a staff implementer in this school?Slide Number 40�School Team Example:�What Is Taught School Wide?Responsible, SafeTier 2 Alignment: Ensuring Match to Function and Internalizing/SE wellnessTier 2/3 Alignment: Progress Monitoring Additional Resources: Recorded Chats For Teams on Topics For Integration/AlignmentSelecting Evidence-Based InterventionsThank you!!!Contact Information and Resources