Systemic Supports & Interventions
for Students with Behavioral Challenges
Scott Crooks
Alicia Sachan
Judy Felts
Matthew Berry
Fall Regional Meeting
November 20, 2014
Entering Activity
Do the
Math!
– In thinking of completing the
Do the Math activity, reflect
on your school’s current
practices to support students
academically, behaviorally,
and/or socially.
– Please complete the right
side of the Pyramid handout
and write in the supports and
interventions you currently
have in place at each tier.
Introductions: “That’s Me”
• Roles
Teachers
Administrators
- Superintendents/Assist
- Directors
- Principals/Assist.
Clinician/Specialists
- School Psychologists
- Social Workers
- School Counselors
- Behavioral Specialists
Objectives
• Understanding how to maintain and sustain
systematic practices by using the Blueprint and
Action Planning
• Know and be able to utilize available resources to
develop a plan focused on Tier 2/3
• Leverage available resources and structures and
identify roles and responsibilities to have the
capability and capacity to implement a multitiered system across all three tiers
By the end of this session you will be able to …
• Identify potential resources to build a tool box of
interventions to assist in implementing a multi-tiered
system
• Identify and describe possible next steps for
implementation
What would you like to walk away with
from this session?
Session’s Agenda
• Overview of Systemic
Supports &
Interventions
• Breakout’s
– Tier 2 Systems
– Tier 2 Interventions
– Tier 3 Interventions
• Resources
• Possible Next Steps
SWPBS Implementation Blueprint
Funding
Visibility
www.pbis.org
Political
Support
2010
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Rethinking Discipline
We Should:
• Teach social skills
and behavioral
expectations
directly
• Give positive
feedback about
what the students
are doing correctly
or appropriately.
Comprehensive, Integrated, Three-Tier Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention
(Tier 3)
≈
Secondary Prevention (Tier 2)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Positive Action;
Social Skills
Improvement
System
Social
8 SW Essential Components
•
•
•
•
•
•
•
•
Common Philosophy & Purpose
Leadership
Clarifying Expected Behavior
Teaching Expected Behavior
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Ongoing Monitoring
Effective Classroom Practices.
Figure 1. Integrating Schoolwide Positive Behavior Support and Culturally Responsive Practices.
Comprehensive, Integrated, Three-Tier Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
≈
Secondary Prevention (Tier 2)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social Skills
Improvement System
(SSiS) - Classwide
Intervention Program
Social
Misbehavior
= Learning Error
Students learn appropriate behavior in the same way
they learn to read – through
Explicit instruction,
practice,
feedback,
and encouragement.
The Power Of Teaching
•
•
•
•
•
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we … …
teach? … remove? … punish?”
Why can’t we finish the last sentence as
automatically as we do the others?
PBIS Philosophy (pbismaryland.org)
Comprehensive, Integrated, Three-Tier Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
≈
Secondary Prevention (Tier 2)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social Skills
Improvement System
(SSiS) - Classwide
Intervention Program
Social
Three Tiered Models of Prevention:
A Comprehensive Approach
Address varying responses to intervention
Three-tiered school-base intervention model
Primary
Prevention
Academic
Behavioral
Social
Goal:
Prevent Harm
Lane, Kalberg, & Menzies, 2009
Secondary
Prevention
Academic
Behavioral
Social
Goal:
Reverse Harm
Tertiary
Prevention
Academic
Behavioral
Social
Goal:
Reduce Harm
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary Systems
Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Social Skills
Behavior Contracts
Self-Management
Newcomers
Club/Mentors
Study/
Organizational Skills
Academic
Problem
Solving
with
function
in mind
Complex
FABI
Problem solving
SSD PBIS Adapted from : Eber, L. T301fi: Tertiary Level Support and Data-based Decision-making in Wraparound [Presentation Slide].
Retrieved from Tier 3/Tertiary Series Training Resource Guide (2010). Illinois PBIS Network
WRAP
RENEW
Math
Intensive
Science
Integrated
Continuum of
Support for ALL
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Soc skills
Intensive
Science
Integrated
Continuum of
Support for ALL
Targeted
Spanish
Reading
Math
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Comprehensive, Integrated, Three-Tier Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk
≈
Tertiary Prevention (Tier 3)
≈ Math!
Let’s do the
Secondary Prevention (Tier 2)
What percentage of your
student body count would
Goal: Prevent Harm
fall into primary 80%,
School/Classroom-Wide Systems for
secondary15% and
All Students, Staff, & Settings
tertiary 5%?
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
≈
Primary Prevention (Tier 1)
Academic
Behavioral
Social
PBIS Framework
Positive Action;
Social Skills
Improvement
System