Coaching School-Wide Positive
Behavioral Interventions and
Supports (SWPBIS)
Northeast PBIS (NEPBIS) Coaches Training
Coaching Day 3
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
In-Depth Understanding of Behavior
• Preparation for Next Training Event
Main Coaching Objectives
By the end of today’s meeting, you will be able to…
– …Describe your role as a coach.
– …Articulate the basic elements of SWPBS.
– …Identify resources for SWPBS.
– …Problem solve roadblocks in coaching
– …Facilitate your team’s activities at the next SWPBS
team training.
TRAINING EXPECTATIONS:
RESPECT…
SELF
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
OTHERS
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every voice,
reinforce participation
ENVIRONMENT
• Recycle
• Maintain neat working area
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Chapter Header (e.g., I)
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
In-Depth Understanding of Behavior
• Preparation for Next Training Event
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OVERVIEW OF
COACHING IN
SWPBIS
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(CHAPTER I)
What roles do coaches play?
Facilitate
Share advanced
content with team
Share information at
faculty meetings
Coaching
Roles
Team meetings
Activities at training
events
Implementation
Local PBS expert
Positive “nag”
Link to resources
(e.g., nepbis.org,
www.pbis.org)
SWPBIS&Coaching&Workbook&&&&&&1&
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School'wide!Positive!Behavioral!
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NorthEast!Positive!Behavioral!Interventions!and!Supports!!
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&This&document&is&supported&in&part&by&the&OSEP&Center&on&Positive&Behavioral&Interventions&
and&Supports&(http://pbis.org).&The&Center&is&supported&by&a&grant&from&the&Office&of&Special&
Education&Programs,&US&Department&of&Education&(H326S130004).&Opinions&expressed&herein&
are&those&of&the&authors&and&do&not&necessarily&reflect&the&position&of&the&US&Department&of&
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Content
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BASICS OF
SWPBIS
FOR COACHES
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(CHAPTER II)
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
OUTCOMES
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
I.C.iv
Implementation
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COACHING TEAM
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(CHAPTER III)
Facilitating Effective Team Meetings
(see details in Coaches’ Workbook)
1.
Be prepared and expect others to be as well
2.
Begin on time by reviewing agenda and outcomes
3.
Involve everyone
4.
Use data to clearly and quickly define a problem
before beginning problem solving
5.
Create an action plan
6.
At the end of the meeting debrief
7.
After the meeting, electronically publish meeting
minutes
III.A.i
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COACHING PBIS
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(CHAPTER IV)
Evidence-Based PBIS
Practices in Classroom
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
IV.A.i
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated expectations.
Provide more acknowledgement for appropriate than
inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly, positively,
& directly.
Establish multiple strategies for acknowledging
appropriate behavior.
Generally provide specific feedback for errors &
corrects.
Guidelines for Coaching PBIS in the Classroom
Coaching Individuals or Small Groups
 Use informal observations and teacher self assessments to gather data on
the essential elements of classroom SWPBIS
 Provide feedback for teachers on all essential elements of classroom
SWPBIS
 Provide positive feedback to teachers on elements and systems that are
already in place before giving feedback on changes that need to be made
 Take a problem solving approach, and listen to teacher concerns and
reported barriers to implementation.
 Connect teachers who need support with teachers who are successfully
implementing SWPBIS systems
 Provide technical assistance to teachers for data collection and
interpretation
 Focus on Tier one classroom systems before developing tier 2 or 3
interventions
Guidelines for Coaching PBIS in the Classroom
Developing Systems of Support
 Facilitate communication between the school based team and individual
teachers
 Fade direct teacher support by facilitating connections between the building
team members and teaching staff
 Work with building administration to facilitate networks of teachers working
on implementing similar strategies
 Provide teachers with self monitoring tools and supports
 Use technology to share information and facilitate teacher communications
within and across schools
 Work with building administrators to develop supports for teacher-to-teacher
observations and mentoring
 Develop specific classroom support systems for new teachers
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COACHING PBIS
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(CHAPTER V)
Essential SWPBIS Components
in Non-Classroom Settings
• Positive expectations and routines taught
and encouraged
• Active supervision by all staff (scan, move,
interact)
• Pre-corrections and reminders
• Positive reinforcement
V.A.i
Guidelines for Coaching PBIS in Non-Classroom Settings
Coaching Individuals or Small Groups
 Use informal observations and teacher self assessments to gather data on
the essential elements of non-classroom SWPBIS
 Provide feedback for teachers on all essential elements of non-classroom
SWPBIS
 Provide positive feedback to teachers on elements and systems that are
already in place before giving feedback on changes that need to be made
 Take a problem solving approach, and listen to teacher concerns and
reported barriers to implementation.
 Connect teachers who need support with teachers who are successfully
implementing SWPBIS systems
Guidelines for Coaching PBIS in Non-Classroom Settings
Developing Systems of Support
 Provide technical assistance to teachers for data collection and
interpretation
 Focus on Tier one non-classroom systems before developing tier 2 or 3
interventions
 Facilitate communication between the school based team and individual
teachers
 Fade direct teacher support by facilitating connections between the building
team members and teaching staff
 Work with building administration to facilitate networks of teachers working
on implementing similar strategies
 Provide teachers with self monitoring tools and supports
 Develop specific non-classroom support systems for new teachers
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
In-Depth Understanding of Behavior
• Preparation for Next Training Event
Activity:
Coaching Self-Assessment
• Work
individually
(or with
partner
coach) for
15 min
• Review and Update Coaching SelfAssessment
• Develop an Action Plan to address
areas for growth from your self
assessment
• Present 1-2 “strengths” and 1-2
“concerns or challenges” (1 min.
reports)
A reminder you’ll see throughout
to help us remember the role.
Coaching Reports
(+ or Δ)
1-2 Details to introduce yourself
1-2 Strengths
(with respect to coaching)
1-2 Concerns or challenges
(with respect to coaching)
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
In-Depth Understanding of Behavior
• Preparation for Next Training Event
Building an Advanced
Understanding of Behavior
Applied Behavior Analysis (ABA)
Three major dimensions ABA:
• Applied: socially important problems
• Behavior: observable and measurable
• Analytic: believable demonstration of effect
Based on Baer, Wolf, & Risley (1968)
Antecedent
Behavior
Consequence
The Three Term Contingency
•Antecedent:
Any “ stimulus that precedes a behavior”
•Behavior:
“Any observable and measurable act of an
individual (also called a response).”
•Consequence:
“Any stimulus presented contingent on a
particular response”
Alberto & Troutman (2006)
Reinforcement vs. Punishment
•Reinforcement: when a consequence of a
behavior functions to increase the
likelihood of future occurrences of that
behavior
•Punishment: when a consequence of a
behavior functions to decrease the
likelihood of future occurrences of that
behavior
Reinforcement and Punishment
Inc. (
Dec. (
Give (+)
Take (-)
)*
Positive
Reinforcement
Negative
Reinforcement
)*
Positive
Punishment
Negative
Punishment
* Future probability of behavior
“School’s not for kids!”
When Jake is presented with school
work, he whines, “Schools not for
kids!” In the past, Jake’s teacher
gets frustrated and takes his work
away. In the future, Jake continues
to whine whenever he is presented
with work.
Breakdown of Example: Jake
• Antecedent(SD):
When Jake is presented with school work
• Behavior(s):
he whines, “Schools not for kids!”
• Consequence:
Jake’s teacher…takes his work away
– Action(+ or -):
Jake’s teacher…takes his work away
– Effect( or ):
In the future, Jake continues to whine
– So it is:
Negative reinforcement
“Brian”
During lunch with peers, Brian made a
derogatory comment toward one of his
peers. The peer punched him. In the future,
Brian was less likely to make derogatory
comments (at least toward that peer).
Breakdown of Example: Brian
• Antecedent(SD):
During lunch with peers
• Behavior(s):
Brian made a derogatory comment
• Consequence:
The peer punched him
– Action(+ or -):
Peer “gave” a punch
– Effect( or ):
less likely to make a derogatory comments
– So it is:
Positive punishment
Setting
Events
Antecedent
Behavior
Consequen
ce
Setting Events
• A setting event is an antecedent condition or
event that temporarily alters the value of the
consequence of a behavior.
• Timing
• Setting
@
SE SE A
same
time
hours or days
before SD
B
C
Different
SAME
Examples of Setting Events
– Lack of sleep decreases value of getting to
school on time, increases value of going to
Starbucks
– Lack of breakfast increases value of getting
sent to office (by vending machines) for failing
to follow directions.
– Having a fight with boyfriend decreases value of
listening to lecture.
– Getting >50% of problem wrong decreases
value of starting new worksheets.
More about Setting Events
•Setting events may be
environmental, physiological, or
social
•Setting events help explain variations
in behavior
“Penelope”
During transitions, Penny will make
inappropriate comments, make
noises, and touch others. When she
engages in these behaviors, her peers
scream at her (i.e., they give her
attention). She is more likely to
engage in these behaviors following
periods of time with limited attention
(e.g., following independent seat
work).
Breakdown of Example: Penny
• Antecedent(SD):
During transitions
• Behavior(s):
Penny will make inappropriate comments, noises, and touch
• Consequence:
her peers scream at her
– Action(+ or -):
peers scream at her (i.e., they give her attention)
– Effect( or ):
She is more likely… (i.e., it continues)
– So it is:
Positive reinforcement
• Was there a Setting Event?
periods of time with limited attention
“Sally”
When Sally is given a demand or request, she is
occasionally engages in physically aggressive
behavior (rapidly alternating between hitting,
biting, hair pulling, kicking). When Sally engages
in physical aggression, she is able to avoid
complying. She is most likely to engage in
aggressive behavior on days when she is
physically uncomfortable (i.e., experiencing pain
or when she’s not clean).
Breakdown of Example: Sally
• Antecedent(SD):
When Sally is given a demand or request
• Behavior(s):
she engages in physically aggressive behavior
• Consequence:
she is able to avoid complying
– Action(+ or -):
avoid complying (i.e., demand is “removed”)
– Effect( or ):
She is most likely…(it continues)
– So it is:
Negative reinforcement
• Was there a Setting Event?
most likely…when she is physically uncomfortable
You only know if a
consequence is
reinforcing or
punishing by looking
at the effect on future
behavior.
Advanced Skill Building:
Understanding Function
Now let’s review the content from team
training and see if our enhanced
understanding helps us better
understand the function piece!
Understanding mechanism (Function) matters!
Attention to
environmental
context
Foundations in
behavioral
theory, ABA,
and PBIS
Emphasis on
purpose (or
history of
reinforcement)
of behavior
Function
Based
Support
Focus on
teaching
behaviors
Attention to
implementers
(adult
behaviors) &
redesign of
teaching &
learning
environments
ALL BEHAVIOR SERVES A FUNCTION:
GET OR OBTAIN
AVOID OR ESCAPE
• desired activities,
• aversive activities,
• tangible items,
• tangible items,
• attention, or
• attention, or
• sensory stimulation. • sensory stimulation.
Problem
Behavior
Pos Reinf
Escape/
Avoid
Something
Obtain/Get
Something
Stimulation/
Sensory
Tangible/
Activity
Social
Adult
Neg Reinf
Peer
Non-examples
of Function-Based Approach
– “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
– “Phloem, I’m taking your book away
because you obviously aren’t ready to
learn.”
– “You want my attention?! I’ll show you
attention,…let’s take a walk down to the
office & have a little chat with the
Principal.”
“Function” = outcome, result,
purpose, consequence
To Determine Function of Behavior
ANTECEDENT
BEHAVIOR
CONSEQUENCE
What
typically
precedes?
What do the
behaviors
look like?
What
typically
follows?
Based on observing patterns across time, we can
infer the probable function of behavior.
Let’s practice
During teacher lecture, Martha repeatedly and loudly
calls out (without raising her hand). Each time, the
teacher gives her a look, a redirection, or occasionally
calls on her.
Teacher lecture
(limited
Antecedent?
attention)
Calling out
Behavior?
repeatedly
What Function?
Teacher
Consequence?
attention
Get/obtain Attention
Let’s practice
When given a difficult writing assignment Susannah
regularly throws her pencil down, rips up her paper,
and puts her head down. Her teacher ignores this
behavior (and Susannah never completes her
assignment).
Difficult
writing
Antecedent?
assignment
Throw pencil,
rip
paper,
Behavior?
head down
What Function?
Nothing
(doesn’t do
Consequence?
assignment)
Escape Task
Let’s practice
In the hallway with peers, Tim often teases, trips, or
pushes a student who talks and walks a little slower
than others. Each time, Tim’s peers laugh and pat
him on the back.
Transition with
Antecedent?
peers
Teases, trips,
Behavior?
pushes
What Function?
Peers laugh
and pat on
Consequence?
back
Peer attention
Let’s practice
When the environment gets too loud, Corey typically
slaps his head with an open palm, rocks vigorously,
and eventually runs out of the room. Teacher walk
him to a quiet office.
Loud
Antecedent?
environment
Slaps head,
Behavior?
rocks,
runs out
What Function?
Moved to quiet
Consequence?
office
Escape noise
(stimulation)
By understanding function, we can
intervene more effectively.
ANTECEDENT
BEHAVIOR
CONSEQUENCE
How can we
prevent?
What should we
teach the student
to do instead?
How do we
respond to make
sure the new skill
“works”?
We can make simple tweaks to the antecedents,
behaviors, and consequences, to prevent, teach,
and respond, respectively.
Let’s practice
During teacher lecture, Martha repeatedly and loudly
calls out (without raising her hand). Each time, the
teacher gives her a look, a redirection, or occasionally
calls on her.
Provide attention
ahead of lecture
Prevent?
and
frequent eye
contact during
Teach and prompt
Teach?
hand
raising
Call on her ONLY
Respond/Reinf
when she raises
her
hand
orce?
(otherwise ignore)
Simple strategies like this are part of good “Tier 1”
responses to minor disruptive behavior.
Let’s practice
When given a difficult writing assignment Susannah
regularly throws her pencil down, rips up her paper,
and puts her head down. Her teacher ignores this
behavior (and Susannah never completes her
assignment)
Modify writing
Prevent?
assignment
Teach and prompt
herTeach?
to ask for
help/break
Give immediate
Respond/Reinf
help/break when
asked.orce?
Otherwise,
redirect to task.
With these simple tweaks, we’ve made it less like for her to
engage in disruptive behavior to escape difficult tasks.
Let’s practice
In the hallway with peers, Tim often teases, trips, or
pushes a student who talks and walks a little slower
than others. Each time, Tim’s peers laugh and pat
him on the back.
Increase prompts
and active
Prevent?in
supervision
hallway
Teach and prompt
respectful
behavior
Teach?
toward all peers
Group contingency:
peers reinforced for
Respond/Reinfo
supporting good
rce?(and
choices
ignoring teasing)
With these strategies, we’ve (a) increased the likelihood of
respectful behavior and (b) minimized attention for
disrespectful behavior. (This may start to look like Tier 2.)
Let’s practice
When the environment gets too loud, Corey typically
slaps his head with an open palm, rocks vigorously,
and eventually runs out of the room. Teacher walk
him to a quiet office.
Implement
strategies to
decrease noise;
Prevent?
Give
access to
noise canceling
headphones
Teach to ask for
quiet
and/or
Teach?
headphones
Remove to quiet
office or provide
headphones
Respond/Reinf
immediately upon
asking;
Redirect to
orce?
ask if he starts to
slap.
With these strategies, we’ve (a) minimized noise when
possible, (b) taught a skill to reduce noise, and (c) made that
skill more effective. (This may start to look like Tier 3.)
Why is function important?
•Function based behavior support
plans are not only effective, they are
more effective than similarly
intensive and individualized plans
that are not based on function (e.g.,
Ingram, Palmer, & Sugai, 2005).
What did you say?
Show you the data?
Well…since you asked
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
Baseline
100
90
80
70
60
ContraIndicated
Indicated
ContraIndicated
Indicated
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions*
*Data points with arrows indicate no medication
Data from Kimberly Ingram’s dissertation (subsequently published in JPBI)
% Intervals w/ P.B. for Carter
100
Baseline
Indicated
90
ContraIndicated
Contrandicated
Indicated
Indicated
Modified
% Intervals w/ P.B.
80
70
60
50
40
30
20
10
0
1
3
5
7
9
11
13
15
17
19
21
23
25
27
Sessions
Data from Kimberly Ingram’s dissertation (subsequently published in JPBI)
We should consider
the function of
behavior when we
design programs for
students and staff.
Now that you understand function…
• What should you consider when…
– responding to appropriate student behavior?
– responding to inappropriate student behavior?
– designing staff recognition systems?
• What level of understanding does your team and
staff need to have to provide effective support?
Activity:
Update Action Plan
• Work
individually
(or with
partner
coach) for
5 min
• Update your action plan to enhance
your enhanced understanding of
behavior to support Tier 1
implementation.
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Tier 1
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
In-Depth Understanding of Behavior
• Preparation for Next Training Event
Remember, Review
Implementation Guidelines
Topics to be Covered
Day 5
• Quick Review of SWPBIS
from Days 1-4
• Function of Behavior
• Escalation and Deescalation
• Team Action Planning
• Wrap up
Day 6
• Quick Review
• Review TIC/TFI & Team
Action Planning
• Preview of Tier II and Tier III
• Planning for the Beginning
of the Semester/Year
• Team Action Planning
• Wrap up
Let’s preview content so you’ll be ready to facilitate.
5. BUILDING
BEHAVIORAL
CAPACITY
(Chapter V)
Attention to
environmental
context
Foundations in
behavioral
theory, ABA,
and PBIS
V.A
Emphasis on
purpose (or
history of
reinforcement)
of behavior
Function
Based
Support
Focus on
teaching
behaviors
Attention to
implementers
(adult
behaviors) &
redesign of
teaching &
learning
environments
Problem
Behavior
Pos Reinf
Stimulation/
Sensory
Neg Reinf
Tangible/
Activity
Social
Adult
V.A
Escape/
Avoid
Something
Obtain/Get
Something
Peer
To Determine Function of Behavior
ANTECEDENT
BEHAVIOR
CONSEQUENCE
What
typically
precedes?
What do the
behaviors
look like?
What
typically
follows?
Based on observing patterns across time, we can
infer the probable function of behavior.
V.A
By understanding function, we can
intervene more effectively.
V.A
ANTECEDENT
BEHAVIOR
CONSEQUENCE
How can we
prevent?
What should we
teach the student
to do instead?
How do we
respond to make
sure the new skill
“works”?
We can make simple tweaks to the antecedents,
behaviors, and consequences, to prevent, teach,
and respond, respectively.
Why is function important?
•Function-based behavior support
plans are not only effective, they are
more effective than similarly
intensive and individualized plans
that are not function-based (e.g.,
Ingram, Palmer, & Sugai, 2005).
What did you say?
Show you the data?
Well…since you asked
% Intervals w/ P.B. for Bryce
% Intervals w/ P.B.
Baseline
100
90
80
70
60
ContraIndicated
Indicated
ContraIndicated
Indicated
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions*
*Data points with arrows indicate no medication
(Ingram, Palmer, & Sugai, 2005)
If your proactive strategies fail…
Understanding Escalation
and De-escalation
V.B
ASSUMPTIONS
•Behavior is learned (function).
•Behavior is lawful (function).
•Behavior is escalated through
successive interactions (practice).
•Behavior can be changed through an
instructional approach.
V.B
(Colvin & Sugai, 1989)
KEY STRATEGIES
• Identification of how to intervene early in an
escalation.
• Identification of environmental factors that can be
manipulated.
• Identification of replacement behaviors that can be
taught (& serve same function as problem).
V.B
(Colvin & Sugai, 1989)
Crisis Escalation & Deescalation
High
Behavior Intensity
Peak
Low
V.B
Acceleration
De-escalation
Agitation
Calm
Trigger
Preventio
n
Recovery
Time
(Colvin & Sugai, 1989)
Activity:
Questions and Answers
• Work as
team for
15 min
• With your group brainstorm 2-3 questions that
you still have.
• Share questions and solutions as a large
group
Team Implementation
Checklist (TIC)
1.
2.
3.
4.
5.
6.
COACHES (1 per team) go to www.pbisapps.org
Go to pbis applications login on the top right
corner of your screen
Login with your email and password (if you
haven’t set up your password yet, just go
through forgot password process)
Select PBIS Assessment
Under Surveys Currently Open, Select Team
Checklist 3.1
Click “Take Survey”
–
7.
8.
9.
Find Team Checklist
Select
under Action column
Complete TIC as a team
Review reports to support your action planning
Also see Appendix C
Complete during Team Action Planning Time TODAY
Activity:
Action Planning
• Work as
team for
105 min
• Return to your Action Plan
• Update each section based on what you’ve
learned in today.
• In particular, make sure have a plan for
sharing information with and gathering/using
feedback from your school faculty!
• Present 2-3 “big ideas” from your group (1
min. reports)
Preview of Tier II
V.C.i
What is needed to consider
secondary intervention?
SWPBS Systems established,
including:
SWPBS Practices established,
including:
• School board/district/regional
support
• 3-5 positively stated and defined
school-wide expectations
• SWPBS Leadership Team
• Administrator endorsement and
active participation
• Expectations regularly taught in
both classroom and nonclassroom settings
• Continuous, data-based
professional development
(training and coaching)
• School-wide reinforcement plan
to acknowledge expected
behavior
• Recognition of staff behavior,
contributions, and/or
accomplishments
• Plan and continuum of
consequences for rule violations
• School-wide data system
V.C.i
• Evidence-based classroom
management practices
Common Secondary Intervention Features
• Consistent, standardized implementation across students
• Easily accessible (e.g., within a few days of referral)
• Continuous availability
• Implemented by all school staff
• Consistent with and extra doses of school-wide expectations
and interventions
• Continuous utilization of data for decision-making (e.g.,
progress monitoring)
(Crone, Horner, & Hawken, 2010)
V.C.i
Specialized Support Team:
Roles, Responsibilities, & Functions
• Provide training and support to school staff regarding the
program(s)
• Provide specialized behavioral assessment strategies,
interventions, and supports
• Meet regularly (e.g., weekly or biweekly) to review the program,
monitor individual student progress, and review new referrals
• Coordinate school-wide implementation of the overall Tier II
practices and systems
• Develop screening procedures and data-based decision rules for
referring students to intervention
• Develop data-based decision rules (including time frames) for
placing students, monitoring progress, and fading the
intervention
V.C.i• Summarize and review data
Secondary systems
efficiently support a
small group of students
by increasing prompts,
structure, and
opportunities for
reinforcement.
Preview of Tier III
V.C.ii
Individual Student Systems
• Behavioral competence at school & district levels
• Team- & data-based decision making
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
• Function-based behavior support planning
• Comprehensive person-centered planning &
wraparound processes
V.C.ii
Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Function
Problem
Behavior
V.C
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
*Implementation support
*Data plan
Fidelity of
Implementation
• Team-based
• Behavior competence
*Continuous improvement
*Sustainability plan
Impact on
Behavior &
Lifestyle
3 Basic Steps:
Developing interventions for Individual Students
Definition of
Problem Behavior
or Class
Contextually
Appropriate
Support
Behavior
Intervention
Plan
Appendix
G
Testable
Hypothesis
Tier III
Elements
Competing
Path
Analysis
Function
Statement
Supporting
Data
See Checklists included in Appendices.
Appendix
H
Tertiary interventions are
intensive, function-based
supports for individual
students.
The focus is on
redesigning
environments and
teaching functional
skills.
Activity:
Tier 1 Questions and Answers
• Work as
team for
15 min
• Time to refocus on Tier 1 implementation!
• With your group brainstorm 2-3 questions that
you still have related to Tier 1.
• Share questions, responses, and solutions as
a large group.
Activity:
Action Planning
• Work as
team for
105 min
• Return to your Action Plan
• Update content related to Tier 1.
• In particular, make sure have a plan for
sharing information with and gathering/using
feedback from your school faculty!
• Present 2-3 “big ideas” from your group (1
min. reports)
• Please email your action plan to your trainers
by the end of the day to receive specific
feedback.
Next Steps
Implement Action Plan
• Communicate information to staff
• Meet monthly with team
– Review school data
– Review/update action plan
• Implement activities on action plan
Future Support
• Use your action plan, data, TIC, and TFI to hold
your team accountable (and share info with us).
• Keep in touch with us.
• Coaches and teams will still meet next year (3
times each).
• Have a great spring and summer!
Activity:
Getting Ready for Next Training
• Work with
partner
coach for
15 min
• Review implementation guidelines and
preview slides just presented.
• Discuss above with a partner
– Is there content you’d like re-explained?
– What key questions do you have?
– What questions/challenges do you
anticipate from your team members?
• Share key highlights (1 min. reports)
Review of
Coaching SWPBIS
Main Coaching Objectives
By the end of today’s meeting, you will be able to…
– …Describe your role as a coach.
– …Articulate the basic elements of SWPBS.
– …Identify resources for SWPBS.
– …Problem solve roadblocks in coaching
– …Facilitate your team’s activities at the next SWPBS
team training.
What roles do coaches play?
Facilitate
Share advanced
content with team
Share information at
faculty meetings
Coaching
Roles
Team meetings
Activities at training
events
Implementation
Local PBS expert
Positive “nag”
Link to resources
(e.g., nepbis.org,
www.pbis.org)
SWPBIS&Coaching&Workbook&&&&&&1&
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School'wide!Positive!Behavioral!
Interventions!and!Supports!(SWPBIS):!
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Coaching!Workbook
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Center!on!Positive!Behavioral!Interventions!and!Supports!
NorthEast!Positive!Behavioral!Interventions!and!Supports!!
(updated&September&2015)&
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(www.nepbis.org)&
(www.pbis.org)&
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1
I.A.ii
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&This&document&is&supported&in&part&by&the&OSEP&Center&on&Positive&Behavioral&Interventions&
and&Supports&(http://pbis.org).&The&Center&is&supported&by&a&grant&from&the&Office&of&Special&
Education&Programs,&US&Department&of&Education&(H326S130004).&Opinions&expressed&herein&
are&those&of&the&authors&and&do&not&necessarily&reflect&the&position&of&the&US&Department&of&
Education,&and&such&endorsements&should&not&be&inferred.&
Content
Knowledge
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
Family
Student
You’re a coach!
Prepare for the next
training event, and
use your resources
to guide your team’s
activities (both at
training and at
school).