Basic FBA Unpacked A review of the most

Basic. FBA Unpacked A review of the most helpful (and cheapest) FBA resource on the internet Jon Burt M. Ed. BCBA University of Louisville March 6 -7, 2017

www. basic. FBA. com Chris Borgmeier Sheldon Loman, Portland State University Kathleen Strickland-Cohen, Texas Christian University

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior

Tier 3: Common Issues… • Too many students with challenging behavior • Lack of personnel with sufficient training to conduct FBA and use FBA information to identify function-based interventions • Student plans built by “specialist” without input from/collaboration with plan implementers • Teaming context and routines aren’t in place to support “specialist” with plan implementation • Plan implementers need a better understanding of behavioral function

Functional Behavioral Assessment (FBA) is…. an empirically supported practice that has been demonstrated to improve both the effectiveness & efficiency of behavioral interventions in schools Blair, Umbreit, & Bos, 1999; Carr et al. , 1999; Ingram, Lewis-Palmer, & Sugai, 2005; Lee, Sugai, & Horner, 1999; Loman & Horner, 2013; Newcomer & Lewis, 2004, Strickland-Cohen & Horner, in press.

Basic FBA to BSP • The most important purpose of conducting FBA is to inform the development of Behavior Support Plans that directly address the FUNCTION of student behavior

FBA-BSP in Schools: How are we doing? • Growing body of research showing that FBA can be effectively conducted by typical school personnel • (Crone, Hawken, & Bergstrom, 2007; Dukes, Rosenberg, & Brady, 2007; Loman, 2010; Maag & Larson, 2004; Renshaw et al. , 2008; Scott, Nelson, & Zabala, 2003) • However… schools continue to struggle to utilize FBA information to build and effectively implement BSPs • (Blood & Neel, 2007; Cook et al. , 2007, 2012; Scott & Kamps, 2007; Scott, Liaupsin, Nelson, & Mc. Intyre,

A Continuum of Individualized Support… • Many of problem behaviors that teams encounter do not require comprehensive FBA-BSP • Using simplified FBA-BSP procedures that “match” the level and intensity of problem behavior • Provide FBS at the first signs of persistent problem behavior Basic FBA: Behaviors and Maintaining Functions are Easily Defined and Identified Complex FBA: Behaviors and Maintaining Functions Vary, and are not Easily Defined and/or Identified

Basic vs. Complex FBA/BSP Focus of this training series Basic Complex For: Students with mild to moderate problem behaviors (behaviors that are NOT dangerous or occurring in many settings) Students with moderate to severe behavioral problems; may be dangerous and/or occurring in many settings What: Relatively Simple and Efficient process for behavior support planning based on “practical” FBA data Time-intensive process that involves emergency planning, familycentered planning, and collaboration with outside agencies Developed by whom: Team of school-based professionals (e. g. , PBS team members whose job responsibilities include FBA and behavior support planning) School-based team including professionals trained to develop and implement intensive interventions for students with severe problem behaviors (e. g. , behavior specialist) 9

Building District Capacity • This will require re-examining how we organize behavioral support at the district level (Strickland-Cohen, Loman, & Horner, in press) • Identify and train personnel at Each School who can lead the Basic FBA/BSP process • Train all school personnel a Function-Based approach to understanding, preventing, and addressing challenging behavior

Basic FBA to BSP Training • Module 1 - Defining and Understanding Behavior*** • Module 2 - FBA: Practice Interviewing • Module 3 - FBA: Practice Observing • Module 4 - Critical Features of BSP*** • Module 5 - Building BSP from FBA • Module 6 - Implementation Planning & Leading a BSP Team • Module 7 - Evaluation & BSP Review ***Designed for all school staff to complete

Building Capacity: Function-Based Thinking in Schools • In addition to training 1 -2 professionals per school to use Basic FBA/BSP… • We want to provide all school personnel with training in the Basics of Behavior and a function-based approach to addressing challenging behavior

Basic FBA to BSP www. basicfba. com

www. basicfba. com

www. basicfba. com Online Module Features • Pre and Post Assessment for Each Module • Participant Guide and Materials to Follow Along and Practice Using Forms/Tools • Interactive Activities with built in Checks for Understanding • Embedded video to model interviewing • Embedded video for practicing observations • Links to data collection and graphing

Big Ideas • Learn FBA & BSP in manageable chunks – a series of seven 90 minute modules – intended to be delivered about 1 module every 2 weeks • Interactive Training Activities -- Learn through demonstration & practice application activities • Homework Tasks with each module for real-world practice that culminate in implementation of a BSP developed from an FBS • Tools for Coaching & Feedback on Homework • Tools for building school-wide understanding of behavior & function-based intervention

Participant’s Guide for each Module Objectives Checks for Understanding Review Comments/ Questions Activities Tasks Key Points

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 1: Defining & Understanding Behavior www. basicfba. com

Module 1 Objectives By the end of this module you should be able to: 1. Define observable behavior (What). 2. Identify events that predict When & Where the specific behavior occurs. 3. Identify Why a student engages in the specific behavior. 4. Construct hypothesis statements that summarize the What, When, Where, & Why of a student’s behavior

Always Start by Defining the Problem Behavior 2 1 3 Antecedents/Triggers Behavior: Consequence/Function When _____happens…. the student does (what)__ . . and as a result ______

Scenario #4. 3 After interviewing Johnny’s teacher and conducting several observations, Johnny’s team determined that when seated next to peers during less structured class time (free time, cooperative group art projects, etc. ), Johnny tears up his paper and stomps his feet. After Johnny engages in this behavior his peers laugh at him. Less structured class time “ Routine: “During ___________ Antecedent/Trigger: “When … Behavior: Student does… Consequence/Outcome: and as a result… Peers laugh Seated next to peers Tears up paper & stomps feet Therefore, the function of the behavior is to: get/avoid Peer Attention 21

Example from the On-line Module

Key Points from Module 1 (p. 1. 11 ) • In understanding the ABC’s of behavior, the starting point is the behavior (B), then what happens before the behavior (A) and after the behavior (C). • Behaviors need to be explained in an observable & measurable way, so that anyone who does not know that student could point out the behavior. • All behavior serves a function: either to OBTAIN or AVOID something (attention, activities, or tangible items).

Task (p. 1. 12) • Over the next weeks… 1. Select a student in your school who has persistent problem behavior that is not dangerous. Identify: • Complete the ABC Tracker (p. 1. 13) for that student • Whenever you see an occurrence of the problem behavior each day, write down the A-B-C on the tracker form • At the end of the week, or after seeing 5 -6 occurrences of the behavior, form a Summary Statement at the bottom of the page 2. Remember to use A-B-C to inform “Possible Motivation” when completing referral forms

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 2: Asking About Behavior: FBA Interviewing www. basicfba. com

Module 2 Objectives Using the FACTS interviews with staff and students to specify: 1. The problem behaviors 2. Routines in which problem behaviors occur 3. Triggers or predictors of the problem behavior 4. Pay-off (Function) the behaviors have for student 5. Possible setting events 6. Summary of behavior

FACTS Part A (see p 2. 4) • Start with the Student Strengths Routines Analysis • Conduct Routines Analysis to identify routines where problem behavior occurs 29

Video Example: FBA Interview Identifying Antecedents • Watch the video and follow along on the completed FACTS form in the participants guide (p. 2. 15) 30

www. basicfba. com Live Trainings Module 2 Training Materials Videos available on You. Tube or for Download 31

On-line Training Sample 32

On-line Training Sample 33

FACTS Part B (see p 2. 5) Antecedents • Interview to ID Antecedents & Consequences in prioritized routines from Part-A • Summarize the interview and get a Confidence Rating from the respondent Consequences Summary Statement & Confidence Rating 34

Interview - Antecedents ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 2) Follow Up Questions – Get as Specific as possible 1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers If a, b, c, d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently___________ If f - describe purpose of correction, voice tone, volume etc. _________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write_________________________ If l – what peers? ___ m. Other, describe _______________________________ MAKE SURE THAT YOU GET A CLEAR AND SPECIFIC DESCRIPTION OF THE ANTECEDENT – “Task too hard” is NOT specific enough to inform intervention

Activity 5 (page 2. 16 - 2. 17) Write the Target Routine and Problem Behavior on the FACTS Part-B Next, Listen to the audio clip and complete the ANTECEDENTS section in the FACTS Part-B for Tracy (pg. 2. 17)

Key Points from Module 2 (p. 2. 21) • To obtain information to make a hypothesis/summary statement you need to ASK & SEE. • The FACTS is a tool used to interview teachers & staff to narrow the focus of a student’s problem behavior • FACTS Part-A: Start with the strengths & identify routines where problem behavior occurs • FACTS Part-B: Interview based on prioritized routines & stick to it • Summarize interview with respondent and have them rate the confidence of the statement

Task (p. 2. 21) • This week, conduct a FACTS interview with a staff member that is very familiar with a student you identified for conducting the FBA and developing a behavior support plan • Give yourself 30 -45 minutes to complete the interview

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 3: Seeing Behavior FBA Observations www. basicfba. com

Module 3 Objectives • Utilize information obtained from FACTS interview(s) to plan for observations. • Observe students within routines identified by the FACTS interview(s) • Observe to test the Summary of Behavior obtained from the FACTS interview • Practice using ABC Recording Form.

ABC Observation An ABC observation involves observing the student in identified routine(s) [From interview] Purpose of ABC observation is to: -confirm the accuracy of the teacher interview summary of behavior -identify antecedents and outcomes that the teacher may have overlooked -verify the function of the student’s behavior -develop the most accurate Summary Statement for intervention development

ABC Recording Form

www. basicfba. com Module 3 Live Training Videos available via You. Tube or for Download

Eddie’s ABC Recording Form Tallying Consequence /Function Trend = Adult Attn (7 of 14)

After the observation: Summarize Results from ABC Observation 2. Use the tallies to help inform your Summary of Behavior

Activity 2: Practice observation for TRACY (pp. 3. 7 -3. 8) 1. Record TRACY’s behavior from video using the ABC recording form (p. 3. 7) that you prepared in the previous activity. 2. Summarize the data from your observation. 3. Rate how likely it is that this Summary accurately explains the identified behavior occurring (1 -6).

Key Points from Part 3 (p. 3. 23) • ABC Observations are used to confirm the accuracy of the FACTS/ teacher interview • Use the FACTS summary statement to guide when and where to conduct ABC observation • Start by recording the behavior, then write what happened directly before (Antecedent) and after (Consequence) the behavior • Immediately after the observation check boxes that correspond with activities, antecedents, & consequences recorded • Summarize results & compare with the FACTS summary statement

Task (p. 3. 23) • This week, conduct an ABC Observation using the ABC Recording form for the same student that you completed the FACTS interview for last week. • Give yourself 20 -30 minutes to conduct the observation. • Remember, you need to be convinced.

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 4: Critical Features of BSP www. basicfba. com

Module 4 Objectives • Use a Competing Behavior Pathway to Identify Function-based behavior supports that: – Teach positive behaviors to replace problem behavior – Use strategies to prevent problem behavior & prompt positive behaviors – Reinforce replacement & desired behaviors – Effectively respond to problem behaviors by redirecting & minimizing their pay-off

Critical Features of BSP see p. 4. 7 Replace problem behavior by Teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior Reinforce replacement & desired behaviors based on function/pay off for the student Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i. e. does not result in the function of behavior)

Key Points from Module 4: Critical Features of BSP Replace problem behavior by teaching a socially acceptable, efficient behavior that allows student to obtain the pay-off/function Prevent problem behaviors by directly addressing triggers & prompting replacement behaviors based on the function of behavior Reinforce replacement & desired behaviors based on function/pay off for the student Redirect problem behaviors by quickly & effectively redirecting student to replacement behavior Minimize Reinforcement by ensuring that problem behaviors do NOT pay off for the student (i. e. does not result in the function of behavior)

Task for Basic FBA to BSP team members • Before beginning the next module complete the Competing Behavior Pathway & BSP Form (p. 4. 6) to identify function-based interventions for the student for whom you conducted the FBA interviews and observations.

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 5: Selecting Function-based Behavior Support Strategies www. basicfba. com

Module 5 Objectives By the end of this Module Team Leaders will be able to: 1. Explain the differences between the Replacement Behavior and the Desired Behavior 2. Describe the different types of behavior support strategies/ interventions that must be included as part of the BSP 3. Discriminate between function-based and non-function-based teaching and antecedent strategies 4. Identify function-based strategies for rewarding replacement/desired behavior AND minimizing the payoff for problem behavior 5. Label missing and incorrect components, when provided with sample behavior support plans

Activity 3 (p. 5. 8) Setting Event Interventions • When asked to complete math worksheets, Kenny tears up the paper and throws it on the floor to avoid doing the task… He’s more likely to do this when his daily schedule/routine has been disrupted (e. g. arrives late, assembly, testing) • Identify the Setting Event & • Generate a neutralizing routine for this scenario

Promoting Desired Behavior: Successive Approximations • It is typically necessary to teach approximations of the desired behavior to move from the Replacement Behavior to the Desired Behavior. – Build on small steps of success towards the desired behavior – Use the function of behavior & the Competing Behavior Pathway as a guide – With fluency, student is reinforced by “natural” reward

Successive Approximations toward Desired Behavior Dexter Antecedent: Task too difficult Asked to do multi-digit multiplication or division math worksheets Desired Behavior: Complete Multi-Digit Math Problems independently Approximation Step #3: Ask for teacher help Natural Consequence: Success on problems, more math tasks Approximation Step #2: With permission student can cross off 40% of difficult items Function: Escape Difficult Math Tasks Approximation Step #1: Ask for break using only 3 break tokens period Replacement Behavior: Ask for Break from Difficult Double Digit Tasks

Key Points from Module 5 (p. 5. 14) All BSPs must contain Preventive, Teaching and Reinforcement and Correction strategies. Setting Events can either be addressed through attempts to eliminate the setting event or by setting up Neutralizing Routines A plan for encouraging students along a sequence of Approximations from the Replacement Behavior to the Desired Behavior will likely be necessary

Task (p. 5. 14) Over the next week… Review and revise the interventions for your case: a) Make sure you have identified multiple functionbased strategies for Prevention, Teaching, Reinforcement and Correction interventions b) Identify Setting Event interventions as appropriate c) Develop a draft of ‘Successive Approximations’ and generate ideas for how you will begin teaching the skills necessary to support your student to move toward the Desired Behavior 61

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 6: Implementation Planning & Leading a BSP Team www. basicfba. com

Objectives By the end of this module you will be able to: 1. Describe the essential components of implementation plans 2. Explain the meaning and importance of “Contextual Fit” 3. Explain the role of BSP Team Leader and team members in support plan development 4. Identify the specific activities that the team leader will engage in before, during, and after the team-based BSP development process 5. Lead a “team” of professionals through the process of developing a sample BSP 63

Basic BSP Team Members • BSP Team Leader • Administrator • Staff members Math Teacher – Identify staff who work with student in prioritized routine – Other support/ implementing staff specific to plan • Parent/Guardian SPED Teacher? 64

What is Contextual Fit? Why is It Important? • Contextual fit refers to the extent to which support strategies “fit” with: • The skills and values of the implementers • The available resources • Administrative supports in place • In other words… How FEASIBLE are the strategies? • Strategies with good “fit” are more likely to be implemented with fidelity!!

Finalizing the Implementation Plan • IMPORTANT!!! – Actively involve implementers in determining final interventions for Implementation – Specifically identify if the interventions work for the implementers (Contextual Fit) • If they DON’T… the intervention will NOT be implemented

BSP Meeting Table Tent (p. 6. 6) 67

Implementation Planning 1. Review each suggested interventions. Provide rationale & clearly define intervention 2. Ask the potential implementer: a) Do you think this would work? b) Does it fit your values? c) Is this feasible? d) Are you clear about how to do this? Should we do this? What support would you need? What Who When 3. If not, do you have suggestions for revisions or alternative interventions? 68

Considering Contextual Fit • Revise interventions if there are staff concerns; but make sure it is function-based. Consequence Strategies Reinforce Desired Behavior When on task for 15 min, the student will be allowed to go to back table play a game with a student who has completed work for 5 min. Minimize Reward for Problem Behavior Student will stay after school until math assignments are completed Staff Concern: Staff feel that this reward will be too disruptive to the rest of the class Staff Concern: Staff agree that this is function-based but is not feasible Task Who When Reinforce Desired Behavior When student has been on task for 15 min, she will be allowed to sit quietly at her desk and read or draw for 5 min Mrs. Rose 10/21 Minimize Reward for Problem Behavior Student will stay in from recess to complete work Mr. Poole 10/21 CONSIDER: Do the interventions match the function? & have good contextual fit?

A Teachers Perspective…. “Contextual fit and ongoing coaching support are two important areas that need to be addressed when developing behavior support plans. More often than not, teachers in our district don’t get much input in what goes into a plan. Usually the behavior consultant conducts an FBA, writes the BSP and the teacher is expected to interpret and execute it. There is minimal follow-up or coaching support. Implementation fidelity is low since there is no accountability and the process isn’t teacher friendly. I had no idea teachers could even object/disagree with recommendations on the BSP. ” Joyce Hum, Elementary Teacher Oakland Unified School District 70

Implementation Planning form (p. 6. 5) Plan Training for Implementers 71

Implementation Plan Implementation Supports 72

Performance Feedback Implementation Fidelity 73

Daily Point Card Front & Back

Key Points • Function-based strategies are most likely to be implemented if they also “fit” with the: – Skills of the plan implementers – Values of the plan implementers – Resources available to the plan implementers • The role of a BSP team leader is to guide team members in the selection of preventive, teaching, and consequence strategies which: – Directly relate to the FUNCTION of the problem behavior – Are viewed by the team as CONTEXTUALLY APPROPRIATE • Complete BSPs include: – An IMPLEMENTATION PLAN specifying Who will do What by When and plan to Support Implementers with Implementation

Task • Over the next two weeks… Conduct a BSP team meeting to finalize an Implementation Plan for the BSP – Identify Specific Interventions, Who & When – Ensure Contextual Fit – Develop an Implementation Support plan • Training & Performance Feedback 76

Basic FBA to BSP Using FBA to Develop Function. Based Support for Students with Mild to Moderate Problem Behavior Module 7: Evaluation & BSP Review www. basicfba. com

Objectives By the end of this module you will be able to: 1. Define the necessary components of evaluation plans and provide examples of appropriate short- and long-term goals 2. Develop a point card to measure progress toward shortterm goal and linked to incentive plan 3. Describe data collection procedures that would be used to track implementation fidelity and student progress when provided with a sample BSP 4. Describe the process for conducting a BSP Review Meeting and the products that should result from the meeting 78

Evaluation Planning • Setting Goals – Student Outcomes & Implementation Fidelity • Measurement Plan – Data Collection methods must be Feasible & Accurate • Regular Progress Monitoring & Decision Making

BSP Evaluation Planning Form The team identifies: - Short-term goal - Long-term goal EVALUATION PLAN Behavioral Goal (Use specific, observable, measurable descriptions of goal) What is the short-term behavioral goal? _____ Expected date What is the long-term behavioral goal? - Specific evaluation procedures - Date to meet and evaluate the effectiveness of the plan _____ Expected date Evaluation Procedures for Data Collection Data to be Collected Person Responsible Timeline Is Plan Being Implemented? Is Plan Making a Difference? Plan date for review meeting (suggested within 2 weeks) ________

Use Competing Behavior Pathway to Guide Goal Development Goal Framework During <Routine>, when <Antecedent> (CONDITION), (STUDENT) will (BEHAVIOR) at least <%> of the time (CRITERION) as measured by (MEASURE) Expected Date

Use Competing Behavior Pathway to Guide Goal Development GOAL CONDITION & STUDENT READING, when <antecedent>…………………. . , During <routine>, asked to complete independent writing tasks JONAS will <behavior> <criterion> as measured by <measurement <student> plan>. Student: JONAS Routine: READING No Setting Event identified When asked to complete independent writing tasks Completes work independently Continue to next task Talk to peers and make loud noises (e. g. animal sounds) Escape independent writing task Raise hand to request peer help Short-term goal

Developing Goals Short-term BSP Goal • During Reading, when asked to complete independent writing tasks, (Condition) Jonas (Student) will work in his seat quietly OR appropriately request peer help (Behavior) at least 70% of the time (Criterion) as measured by ratings on a daily point card (Measure). Expected Date 11/20/15 83

Daily Point Card Template Measuring Student Outcomes JONAS Reading 6 10 minutes 9: 00 #1 – Quiet & in Seat #2 – Appropriately Raises Hand to Request Peers Help #3 On Task 9: 10 9: 20 9: 30 9: 40 9: 50

Daily Point Card Template Measuring Student Outcomes JONAS Reading 6 10 minutes 9: 00 9: 10 9: 20 9: 30 #1 – Quiet and in Seat #2 – Appropriately Raises Hand to Request Peers Help #3 On Task Reasonable Behavioral Expectations? 9: 40 9: 50

Reasonable Timeframes How long should intervals be? • Start with present level of performance to establish a Baseline • How long can the student go now? – Use this info. to determine interval length • Student can sit in seat for 8 minutes completing independent work • How long should the interval be? – 6 minute intervals

Setting up the Daily Point Card BASELINE Estimate: Jonas can usually stay in his seat for 10 - 15 minutes at a time, but may need reminders to keep quiet during the 60 minutes of math time JONAS Reading 6 10 minutes 9: 00 #1 – Quiet and in Seat #2 – Appropriately Raises Hand to Request Peers Help #3 On Task 9: 10 9: 20 9: 30 9: 40 9: 50

Example Graph

Simple Data Entry with an Excel template

Key Points • An EVALUATION PLAN is for determining A) if the plan is being implemented B) if the plan is making a difference in student behavior C) when team members will meet again to discuss progress • An Evaluation Plan includes a Short-term and Long-term Goal which can be developed using the Competing Behavior Pathway • Team Implementers should Collect and Graph Fidelity and Effectiveness data daily using the Daily Point Card and Excel template • The Behavior Support Plan is a Work in Progress!!! • Team members meet every two weeks to Review the BSP

Task Develop an Evaluation Plan including short-term and long-term goals. Develop and implement a Daily Point Card for collecting student outcomes and implementation fidelity data. Graph your data daily. Hold a BSP Review Meeting after 2 weeks of implementation using data to guide planning and decision making. 91

A Teachers Perspective…. “These modules are excellent resources to build capacity (and buy-in) within schools. Instead of waiting weeks for a behavior consultant to observe a Tier 2/3 student, we could use these modules to train a team of teachers/staff who could conduct them in a timely manner. Having a school based team (vs district consultants who may not have relationships with students and staff) also allows for more consistent coaching opportunities. ” Joyce Hum, Elementary Teacher Oakland Unified School District 92

Planning to Implement Basic FBA to BSP

CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Universal Interventions: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour

SW-PBIS: District-level Organization Logic

Elements of SW-PBIS Supporting Social Competence & Academic Achievement ST SY TA DA Supporting Staff Behavior EM S OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making

District Planning, Coordination & Support • Form a District Leadership team with range of stakeholders related to Tier 2 & 3 implementation & supports in the schools • Build school capacity for implementing functionbased support through the provision of effective Training and ongoing Coaching & Evaluation to support development of Tier 3 Systems in Schools • Oversee coordination and support for Tier 3 systems at the District level

District Planning, Coordination & Support • Re-evaluate role and responsibilities of Districtlevel Behavior Specialists • Commit to training: – Basic FBA to BSP – to build school-level capacity – More advanced training for District Level Behavior Specialists • Develop an annual training, coaching & evaluation calendar specific Tier 3, Tier 2 & Tier 1 PBIS implementation

Basic FBA to BIP Course April 3 -June 16 Portland State University Chris Borgmeier, Ph. D Sheldon Loman, Ph. D