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School-wide Positive Behavioral Interventions and Supports &

Students with Autism

Jointly developed by the above organizations with funding from the U.S. Department of Education, Office of Special Education Programs

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The IDEA Partnership is deeply grateful for being allowed to adapt the original presentation created by George Sugai and Robert H. Horner of the TA Center on Positive Behavioral Interventions and Supports in order to provide additional access to all education stakeholders, particularly families and community members.

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Session Agenda Purposes Definition Core Principles and Key Practices of PBIS Why PBIS Is Important for Students With

Autism How does PBIS support & benefit

students with autism & their families & schools

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This presentation is……

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The specific purpose of this presentation is to address 3 questions:

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AUTISM(IDEA) 34 CFR §300.8(c)(1)(i)

EDUCATIONAL DEFINITION

Autism is a developmental disability significantly affecting verbal & non-verbal communication & social interactions, generally evident before age 3, that adversely affects a child’s educational performance.

Other Characteristics• Repetitive activities• Stereotyped movements• Resistance to environmental or

routine change• Unusual responses to sensory

experiences

Important Considerations• Problem behavior has serious

impact on academic & social outcomes for students with ASD

• Academic achievement & social competence are especially important for all students on the autism spectrum

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Progress in Understanding Autism

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Educational Supports & IEP

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1. What is “positive behavioral interventions & supports?”

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What is a “multi-tiered prevention continuum?”

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ALL students should experience an effective & relevant core for academic & social behavior success

SOME students will need more specialized supports for success

A FEW students require intensive, individualized support to experience success

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2. Why is PBIS important for students with autism & their families & schools?

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For students with autism & IEPS, PBIS ensures IEP teams develop formal support plans that…..

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PBIS involves the integrated operation of four elements

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3. What does PBIS support look like for students with autism & their families & schools?

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Some students participate in small group-based supports:• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club

A few students experience intensive individualized supports: • Function-based support• Wraparound• Person-centered planning

All students experience a preventive universal supports:• Teaching of SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement activities

At school-wide level, PBIS practices are arranged in a multi-tiered continuum of interventions

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Science

Social Studies

Reading Decoding

Math

Social skills w/ adults

Basketball

Spanish

At individual student level, PBIS practices are arranged in a multi-tiered continuum of interventions

Social skills w/ peers

Reading Comprehension

Transitions

StereotypyPBIS individualizes supports for “Theora” based on her unique strengths & needs.

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Development of individual behavior intervention plans is “function-based”

“Function” is about what happens after a behavior occurrence Two main functions:

Obtain/get Escape/avoid

Each of these functions relates to Social adult &/or peer Tangible or activity Sensory stimulation

ProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

Social Tangible/Activity

Adult

Stimulation/Sensory

Peer

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Reflections!Questions? Discussion.

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