Julie Boyle & Sarah Kluge, Berrien RESA
[email protected] [email protected]
1. The purpose of a positive behavior
intervention team.
2. The advantages of having a PBI team/
principles of collaboration.
3. How to set up a PBI team.
4. How a PBI team functions.
• To provide resources and assistance to staff for
challenging behaviors.
• School wide
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Behavior incident forms
Data collection
Classroom management STOIC checklist
Hall passes
• Individual student needs
• Meeting Mechanics
• Functional Behavior Assessment
• Behavior Intervention Plan
• No one person has every answer.
• Different perspectives increase the teams ability of
getting a comprehensive view of the student.
• The more diverse the team, the more diverse the ideas
shared.
• The teams success depends on the level of involvement
of each individual member.
• A chain is only as strong as its weakest link.
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Openness
Balance
Consensus
Documentation and Accountability
• There are no bad ideas, mutual respect is key.
• Time is prioritized.
• An agenda is developed and used.
• Balance means that no one person dominates the
process or has more “say” in what happens.
• Ground rules are established
• What is important to us?
• For any collaboration effort to succeed, participants
must arrive at consensus and must be able to see
that consensus was measurably achieved.
• It is important that any minority voice, regardless of
how loud or how important, not be allowed to make
a decision for or impose their will on their fellow
participants.
• The squeaky wheel doesn’t get the grease.
• Similarly no minority objection should be ignored.
• A teaming infrastructure is established that supports
problem solving
• Developed plans are implemented until the team
decides otherwise.
• Action plan items are followed up.
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Diverse Members
Set Roles
Time
Materials
• Teachers
• Para-professionals
• Ancillary Staff: School Nurse, Social Worker,
Therapists, etc.
• Administration*
• Be on the same page as the team
• Be available to provide administrative support
• If the plan is not being followed
• If more parent contact is needed
• The administrator is a member of the team, not the leader.
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Meeting Scheduler
Meeting Reminders
Meeting set up and break down
Information Book Keeper
Meeting Mechanics Team
Person responsible for writing the FBA and BIP
• Schedule all of the initial meetings
• Schedule all follow-up meetings
• This includes reviewing initial requests, staffings, and action plans
• Give written reminders to all team and classroom staff
about up-coming meetings.
• Organize chairs, tables, paper, and other needed
items
• Return all items after meeting in complete
• Is responsible for record keeping.
• The information book should include:
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Functional Behavior Analysis
Behavior Incident Reports
Data collection forms
Action Plans
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Facilitator
Recorder
Time keeper
Data specialist
Implementation coordinator
Meeting Mechanics is: An efficient, effective process of
addressing the behavioral needs of intensive students.
• This person takes the information, including data, from
the Meeting Mechanics meeting and writes the
Functional Behavior Analysis and the Behavior
Intervention Plan.
• Usually the social worker.
• Behavior Team meetings
• Maintain records
• Plan individual student meetings
• Assign duties
• Clerical
• Staffing/Meeting Mechanics
• Administrative support
• Data collection sheets
• Meeting Mechanics
Level 1
School-wide and Classroom Problem-Solving
• A student with a behavior of concern may be identified
through classroom teacher or through behavior incident
reports.
• A member of the behavior committee will be available to
the classroom teacher to provide data collection forms, any
pertinent information from previous teachers to help track
the behaviors of concern, and to let classroom staff know
what they can expect from the PBI team.
• A Classroom Management STOIC Checklist is completed.
• Data collection options discussed and initiated.
• Follow up as needed.
• If behavior change occurs, no further action is needed
except for periodic follow up to make sure progress
continues.
• If a problem still exists, go on to Level 2
Level 2
Collaborative Problem-Solving
• If behavior continues to be a concern, there will be a staffing
that involves the entire behavior committee and classroom
staff.
• The person assigned to the student will let the behavior
committee know that more action is needed. The person in
charge of scheduling will schedule a meeting.
• A meeting reminder will be sent out 1 day before the meeting.
The meeting set up person will insure that the room is ready for
the meeting in advance.
• Before the meeting has begun, the team needs to decide if
Meeting Mechanics needs to be done.
• Data is brought to the meeting.
• Action plan is developed.
• If behavior change occurs, no further action is needed except
for periodic follow up to make sure progress continues.
• If a problem still exists, go on to Level 3
Level 3
Intensive Problem-Solving
• Participants: Behavior Committee, all staff involved with student,
and parents are now invited.
• If the behavior of concern continues a Functional Behavior
Assessment will be completed. A meeting will be held and
everyone involved with the student will collaborate to create a
Behavior Plan.
• Data is brought to the meeting.
• Action plan is developed.
• The purpose of this meeting is to follow up on
effectiveness of behavior plan.
• Data is brought to the meeting.
• Action plan is reviewed.
• Make necessary changes to the plan.
• Follow-up meeting is scheduled.
• Level 1: School-wide and classroom problem-solving
• Bigger picture
• Classroom management
• Token economies
• Level 2: Collaborative problem solving
• Smaller picture
• Concentrated on individual student needs
• Staffing
• Level 3: Intensive problem solving
• Smallest picture
• Outside agencies/parental involvement
• FBAs and BIPs
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