Social/Emotional
Development for All
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In our current contexts, we ALL need to talk about ALL kids
Part of why we’re here is that despite our best efforts, there
are still MANY students not making it academically as a result
of core instruction alone
These kids historically have fallen into lots of different adultcreated and instructionally irrelevant “categories” (Title 1,
SPED, Gifted, etc.)
The key to ALL is EVERY and we’ve got to look at these kids
uniquely
The significant problems we
have cannot be solved at the
same level of thinking with
which we created them.
Albert Einstein (1879 – 1955)
…..think
“Outside of
the Box”
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Problem Solving Model (PS): Proposed, implemented and refined since the
early ’80s in special education as an alternative system to the traditional
Refer-Test-Place system. It encompasses both general education and
special education systems. Initially was individual student focused.
Response To Intervention (RTI) – Also called a Standard Treatment
Approach (STA): Being proposed by researchers across the country as an
alternative method for identifying individuals with Learning Disabilities.
An opportunity to link IDEA thinking with NCLB thinking.
School-Wide Model (SWM): An integrative way of thinking logically and
rationally about meeting All childrens’ needs in a school. It represents a
promising way for schools to comprehensively draw together and allocate
their resources to meet childrens’ educational needs.
Instructional Decision Making (IDM): A descriptive term used in a small
number of states to identify their initiatives that employ PS, RtI and SWM
concepts.
So Where Do We Start?
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We need a system:
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for identifying problems more
specifically and earlier;
that allows for a broader range of
explanations of why problems are
occurring;
that emphasizes assessment for
Problem ID, Problem Analysis,
Treatment Planning; and
to evaluate whether the
interventions are effective.
A Problem
Solving/
Response To
Intervention
System for
Behavior and
Social Emotional
Development
1. Research-based, Scientifically Validated
Interventions
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Growing body of SW-PBS research,
evidence-based targeted group
interventions, Individual-level PBS based
on over 50 years of behavioral research
2. Multi-tier Models of Support
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School-Wide, Classroom, Targeted
Group, Individual-level PBS systems
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Systematic procedures for addressing
different levels of support
Addresses fidelity prior to expansion
3. Effective, Informative, Responsive
Assessments
• Universal Data collection – ODRs
• Fidelity Assessments- Benchmarks of Quality,
SET
• Universal screenings – SSBD,
• Diagnostic evaluations that identify specific skill
deficits- BASC-2
• On-going, informative progress monitoring –
!Observe, data systems
4. Effective Use of Problem-solving
Process
• DATA BASED DECISION MAKING DRIVES ALL
DECISIONS
5. On-going Progress Monitoring
•Most assessments can be administered multiple
times each school year, allowing for progress
monitoring
•Student-level assessments can be administered
quickly, reducing the demand on support
personnel
6. An Integrated Data System
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Directly assess specific skills
Sensitive to small increments of growth over time
Can be administered efficiently (quickly and easily)
Can be administered repeatedly
Can be readily summarized in teacher/parent-friendly
formats
Can be used to make comparisons across students
Has direct relevance to intervention development for
specific skills
Definition
Focus
Tier 1- (All)
All Students
Tier 2 - (Some)
Targeted Group
Support
Tier 3 - (Few)
Individual Student
Support
A prevention
strategy that creates
an environment of
success for all
students
Small group
interventions that
target specific skill
deficits
Individualized
instruction to
address skill deficits
and/or impeding
behaviors of
individual students
Universal schoolwide positive
behavior support
based for all
students upon
established
expectations and
guidelines
Identified groups of
students with
marked difficulties
that require
additional instruction
and practice of
targeted,
replacement skill(s)
and/or behavior(s)
Students with
impeding behaviors
that require
individualized
intervention
What is a universal
intervention?
Essential Processes required
for
Tier 1- (All) Tier 2 - (Some)
All Students Targeted Group
Support
 School Positive
wide
Practice/Re-teach
Positive
o Direct Instruction
Behavior
o Modeling
Support
o Mentoring
 Classo Guidance
room  Intervene?
PBS
 As needed/
appropriate
o FBA and BIP
/PBS Plan
o Wrap Around
Planning
Tier 3 - (Few)
Individual
Student Support
 FBA and BIP
/PBS Plan
 Wrap Around
Planning
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School-wide & Classroom PBS systems fully
implemented and going strong
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Good outcome data
Ongoing teaching
Ongoing recognition activities, positive
acknowledgement
Consistent consequences across campus
Regular data analysis (DBDM)
Screening & Identification for at-risk students
and classroom-level needs
Establish a team/faculty buy-in
Establish a data-based decision-making system
Modify discipline referral process/forms
Establish expectations & rules
Develop lesson plans & teach
Create a reward/incentives program
Refine consequences
Monitor, evaluate, and modify
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Benchmarks of Quality
(BoQ)
School-wide Evaluation
Tool (SET)
Office Discipline Referrals
(ODRs)
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Per Day/Per Month
Location
Time
Grade level
Student, Staff
Problem Behavior
Attendance
ESE referrals
OSS/ISS
Classroom walk-through
assessments (formal, informal)
Systematic Screening for
Behavior Disorders (SSBD)
Achenbach System of
Empirically Based Assessment
(ASEBA)
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If score on Benchmarks of Quality (BOQ) is <70, then
revisit SWPBS or look at Classroom
If discipline date indicate an increase in
ODR/ISS/OSS, then revisit SWPBS
If score on Benchmarks of Quality (BOQ) is >70, and
data also show a increasing trend in ODR/ISS/OSS,
then revisit SWPBS or look at Classroom
If score on Benchmarks of Quality (BOQ) is >70 and
data also show a decreasing trend in ODR/ISS/OSS,
then look at data to determine if need training at
Targeted Group and/or Individual level PBS
Essential Processes required
for
Tier 1- (All) Tier 2 - (Some)
All Students Targeted Group
Support
 School Positive
wide
Practice/Re-teach
Positive
o Direct Instruction
Behavior
o Modeling
Support
o Mentoring
 Classo Guidance
room  Intervene?
PBS
 As needed/
appropriate
o FBA and BIP
/PBS Plan
o Wrap Around
Planning
Tier 3 - (Few)
Individual
Student Support
 FBA and BIP
/PBS Plan
 Wrap Around
Planning
Step 1: Identify and Analyze the Problem
What’s the problem and why is it happening?
Step 4: Evaluate the Plan
(Response to Intervention)
Step 2: Develop the Plan
What do we do about it?
Is it working?
Step 3: Implement the Plan
How do we do it?
Classroom
PBS
Curriculum
and
Instruction
Behavior
Systems
Ecological
Factors
Teaching
Behaviors
Reward
System
Consequence
System
Classroom Consultation Guide
Used by School PBS Team to provide consultation
support to identified classrooms in the following:
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Topic 1: Assessment (includes Classroom
Assessment Tool)*
Topic 2: Ecological Adaptations
Topic 3: Teaching Behavior
Topic 4: Reward System
Topic 5: Consequence System
Topic 6: Curriculum & Instruction
Topic 7: Intervention Planning (includes
Intervention Plan Tool)*
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If most of ODRs (over 50%) are coming from many classrooms,
then revisit SWPBS application in all classrooms
If a few classrooms are responsible for the majority of ODRs,
then look at Classroom PBS using the Classroom Consultation
Guide
If score on Benchmarks of Quality (BOQ) is less than 70, then
revisit SWPBS or look at Classroom PBS using the Classroom
Consultation Guide
If our discipline data indicate an increase in ODR/ISS/OSS and
most of the referrals are coming from many classrooms, then
revisit SWPBS application in all classrooms
If a classroom has received support, the interventions were
done with fidelity and the behavior of the student has not
improved, then consider Tier 2 supports for the student
How do you rate?
I maximized structure and predictability in my classroom.
 I explicitly taught and followed predictable routines Yes No
 I arranged my room to minimize crowding and distraction. Yes No
I posted, taught, reviewed, monitored, and reinforced a small number of positively stated
expectations.
 I operationally defined and posted a small number of expectations (i.e., school wide rules)
for all routines and settings in my classroom. Yes No
 I explicitly taught and reviewed these expectations in the context of routines. Yes No
 I prompted or pre-corrected students to increase the likelihood that they will follow the
expectations. Yes No
 I actively supervised my students. Yes No
I actively engaged students in observable ways.
 I provided a high rate of opportunities to respond during my instruction. Yes
No
 I engaged my students in observable ways during teacher directed instruction (i.e., I use
response cards, choral responding, and other methods). Yes No
 I used evidence based methods to deliver my instruction (e.g., Direct Instruction). Yes
No
I used a continuum of strategies to acknowledge appropriate behavior.
 I provided specific and contingent praise for academic and social behaviors
(e.g., following expectations). Yes No
 I also used other systems to acknowledge appropriate behavior (group
contingencies, behavior contracts, or token economies). Yes No
I used a continuum of strategies to respond to inappropriate behavior
 I provided specific, contingent, and brief error corrections for academic and
social errors. Yes No
 In addition, I used the least restrictive procedure to discourage inappropriate
behavior (differential reinforcement, planned ignoring, response cost, time out)
Yes No
Overall classroom management score:
10-13 “yes” = “Super”
7-10 “yes” = “So-So”
<7 “yes” = “Improvement Needed”
# Yes _______
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Curriculum
Routines
Instruction
Materials
Environment
Tier 1- (All)
All Students
Tier 2 - (Some)
Targeted Group
Support
Tier 3 - (Few)
Individual Student
Support
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Criteria
Implementation of
SWPBS with fidelity
(orientation,
collaborate, data,
teach, and
celebrate)
Based on data
analysis, if more
than 20% of
students are failing
to demonstrate
established
expectations and/or
guidelines,
necessary
adjustments must
be planned and
implemented
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Tier 2 interventions
are in addition to
the Tier 1 SWPBS
A minimum of two 4
to 8 week
intervention periods
is recommended
Tier 2 interventions
may run
simultaneously with
a Tier 3 individual
intervention plan
A minimum of one
parent contact must
be made in
conjunction with
Tier 2 intervention
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Tier 3 interventions are in
addition to the Tier 1
SWPBS and may include
Tier 2 interventions
Referral to SAT
Parents must be invited to
participate in the planning
of Tier 3 interventions
Evidence of Data
Collection
FBA and BIP/PBS Plan
Student Progress
Monitoring
BIP/PBS Plan must be
monitored and evaluated
for effectiveness and
implementation fidelity
Tier 1 Resources
Essential Processes required
for
Tier 1- (All) Tier 2 - (Some)
All Students Targeted Group
Support
 School Positive
wide
Practice/Re-teach
Positive
o Direct Instruction
Behavior
o Modeling
Support
o Mentoring
 Classo Guidance
room  Intervene?
PBS
 As needed/
appropriate
o FBA and BIP
/PBS Plan
o Wrap Around
Planning
Tier 3 - (Few)
Individual
Student Support
 FBA and BIP
/PBS Plan
 Wrap Around
Planning
http://serc.gws.uky.edu/pbis/
home.html
Essential Processes required
for
Tier 1- (All) Tier 2 - (Some)
All Students Targeted Group
Support
 School Positive
wide
Practice/Re-teach
Positive
o Direct Instruction
Behavior
o Modeling
Support
o Mentoring
 Classo Guidance
room  Intervene?
PBS
 As needed/
appropriate
o FBA and BIP
/PBS Plan
o Wrap Around
Planning
Tier 3 - (Few)
Individual
Student Support
 FBA and BIP
/PBS Plan
 Wrap Around
Planning
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Students establish 3-5 goals with the CICO adult
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Goals are based on the school wide expectations
Typical goal is to achieve at least 80% of daily available points
Students on CICO have a point card they pick up at the
beginning of each day from the CICO adult
Students take the point card to each class throughout the
day
Adults in each setting award the student 1-3 (or 0-2, etc.)
points for appropriate behavior during the period
Students return the CICO card to the CICO check-out adult
at the end of the school day
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Students give CICO card to teacher at the
beginning of class
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Location in room that does not draw peer
attention
Depending on time, teacher may or may not use
this opportunity to greet the student and or give
a brief prompt about class. EX:
“Hey there Joe. Today we’re talking about
photosynthesis. We’re going to take notes and then
complete a worksheet together.”
 “Great job being on time!”
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E – Explain the problem
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What is the problem?
R – Reason why it’s occurring
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What is s/he getting out of it or avoiding?
A – Appropriate replacement behavior identified
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What do you want him/her to do instead?
S – Support the replacement behavior
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How can you help this happen more often?
E – Evaluate if the support is working
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How will you know if it works?
Interfering
Behaviors !
Video
Clip
Courtesy of Discipline
with Dignity
A B C Data info and forms
Site Specific Behaviors !
Video
Clip
Courtesy of Discipline with Dignity
45
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If a student is identified as needing Tier 2 supports but has not had
contact with SWPBS (i.e. teaching, rewarding), then either revisit SWPBS
and/or receive Classroom PBS
If a student is identified as needing Tier 2 supports and has had contact
with SWPBS (i.e. teaching, rewarding), then identify appropriate Tier 2
supports
If a student receiving Tier 2 supports is consistently reaching his/her
goals, then decide to either maintain/begin to fade Tier 2 or move back to
Tier 1 supports
If a student in Tier 2 supports is consistently not reaching their goals,
then need to first make sure the student was receiving the support with
fidelity or adapt the Tier 2 supports to be more effective
If a student in Tier 2 supports is consistently not reaching their goals and
Tier 2 support was delivered with fidelity, then need to either decide to try
another Tier 2 support, have a teacher consultation or move to Tier 3. You
may also want to initiate the FBA/BIP process.
Tier 1- (All)
All Students
Tier 2 - (Some)
Targeted Group
Support
Tier 3 - (Few)
Individual Student
Support
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Criteria
Implementation of
SWPBS with fidelity
(orientation,
collaborate, data,
teach, and
celebrate)
Based on data
analysis, if more
than 20% of
students are failing
to demonstrate
established
expectations and/or
guidelines,
necessary
adjustments must
be planned and
implemented



Tier 2 interventions
are in addition to
the Tier 1 SWPBS
A minimum of two 4
to 8 week
intervention periods
is recommended
Tier 2 interventions
may run
simultaneously with
a Tier 3 individual
intervention plan
A minimum of one
parent contact must
be made in
conjunction with
Tier 2 intervention
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Tier 3 interventions are in
addition to the Tier 1
SWPBS and may include
Tier 2 interventions
Referral to SAT
Parents must be invited to
participate in the planning
of Tier 3 interventions
Evidence of Data
Collection
FBA and BIP/PBS Plan
Student Progress
Monitoring
BIP/PBS Plan must be
monitored and evaluated
for effectiveness and
implementation fidelity
Tier 2 Resources
CHECK IN & OUT SELF-ASSESSMENT
CHECK IN CHECK OUT
ERASE FORM
PROBLEM BEHAVIORS CHECKLIST
TIER 2 STUDENT TRACKING
Essential Processes required
for
Tier 1- (All) Tier 2 - (Some)
All Students Targeted Group
Support
 School Positive
wide
Practice/Re-teach
Positive
o Direct Instruction
Behavior
o Modeling
Support
o Mentoring
 Classo Guidance
room  Intervene?
PBS
 As needed/
appropriate
o FBA and BIP
/PBS Plan
o Wrap Around
Planning
Tier 3 - (Few)
Individual
Student Support
 FBA and BIP
/PBS Plan
 Wrap Around
Planning
Are the Tier 2 interventions
being implemented as
planned?
Are pull-out interventions
being generalized to the
classrooms?
Is the Tier 2 intervention
appropriate to the function of
the problem behavior?
Are there academic
difficulties that aren’t being
addressed?
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What accommodations can
be made?
How can we support the
classroom teacher while we
identify effective
interventions?
Was our FBA correct?
What other factors (distal)
need to be addressed?
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Five-step team-based process
1.
Team Building
2.
Goal Setting
3.
PTR Assessment
4.
PTR Interventions
5.
Evaluation
Team meetings 30-120 minutes per meeting
Training & coaching support provided in the classroom (up
to 12 hours)
Intervention process-- approximately 3 months
http://serc.gws.uky.edu/pbis/
home.html
Students may need Wrap-Around when have:
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History of inability to identify effective
interventions (history of poor response)
multiple needs that are served, or at risk of being
served, by outside agencies
significant mental illness and/or
emotional/behavioral disturbance
Planning process
Team approach
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Student
Family
Extended family and friends
Agency staff (including outside agencies)
Individualized plan
Strength-based
Common goal
Includes:
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Treatment services
Personal support services
Other supports necessary to maintain in home and school
Tier 3 Resources
FRAMEWORK FOR 3 TIERS BEHAVIOR
PBS FACILITATOR’S GUIDE
PCPBS SCORING CRITERIA CHECKLIST
PBS PARTICIPANT'S WORKBOOK
BSP CHECKLIST
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If a student is identified as needing Tier 3 supports but has not had
contact with Tier 2 or Tier 1, then revisit Tier 2 supports
If a student is identified as needing Tier 3 supports and has had
contact with Tier 2 or Tier 1, then identify Tier 3 supports and
decide if need to maintain Tier 2 supports
If a student receiving Tier 3 supports is consistently reaching their
goals, then decide to either maintain/begin to fade Tier 3 or move
back to Tier 2 supports
If a student in Tier 3 supports is consistently not reaching their
goals, then first make sure the student was receiving the support
with fidelity
If a student receiving Tier 3 supports is consistently not reaching
his/her goals and had access to it with fidelity, then need to
evaluate the functional assessment and behavior intervention plan
for appropriateness and accuracy
Tier 1- (All)
All Students
Tier 2 - (Some)
Targeted Group
Support
Tier 3 - (Few)
Individual Student
Support




Criteria
Implementation of
SWPBS with fidelity
(orientation,
collaborate, data,
teach, and
celebrate)
Based on data
analysis, if more
than 20% of
students are failing
to demonstrate
established
expectations and/or
guidelines,
necessary
adjustments must
be planned and
implemented



Tier 2 interventions
are in addition to
the Tier 1 SWPBS
A minimum of two 4
to 8 week
intervention periods
is recommended
Tier 2 interventions
may run
simultaneously with
a Tier 3 individual
intervention plan
A minimum of one
parent contact must
be made in
conjunction with
Tier 2 intervention






Tier 3 interventions are in
addition to the Tier 1
SWPBS and may include
Tier 2 interventions
Referral to SAT
Parents must be invited to
participate in the planning
of Tier 3 interventions
Evidence of Data
Collection
FBA and BIP/PBS Plan
Student Progress
Monitoring
BIP/PBS Plan must be
monitored and evaluated
for effectiveness and
implementation fidelity