Embedding Positive
Behavior Support in
Teacher Preparation
Tim Knoster, EdD
Chair, Department of Exceptionality Programs
Kate Nichols, PhD, BCBA-D
Director, McDowell Institute
Bloomsburg University of PA
•  Located in Central PA
•  Offers 54 undergraduate majors, 44 undergraduate
minors and 20 graduate programs
•  9,201 undergraduate students enrolled during Fall 2012
•  271 education major graduate students enrolled during
Fall 2012
•  1,608 undergraduate education majors for 2011-12
•  Exceptionality Programs: 461
•  Early Childhood & Adolescent Education: 667
•  Educational Studies & Secondary Education: 387
McDowell Institute
•  Established in 2012 by local philanthropist to enhance teacher
preparatory programs
•  Institute Goals include:
1)  Improve academic achievement of undergraduate
education majors
2)  Establish, teach and reinforce standards for
professionalism among undergraduate education
majors
3)  Increase education majors’ knowledge of and practical
experience with MTSS
4)  Provide outreach services via in-service trainings and
workshops to school systems in coordination with
Pennsylvania (PA) PBS network
MTSS: Tier I
Systems
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Outcomes:
Academic
Achievement &
Professionalism
Practices
Data
Student Referral Process for MTSS
MTSS Faculty Manual
Universal Screening Process
Progress Monitoring Database
Tier I Team: Core MTSS Training/Research Group
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Reinforcement for Promising Educators
Gotcha Tickets for Expected Behaviors
Advanced Tier I Interventions
Posted Behavior Expectation Matrix
Integration of PBIS within Course Curricula
Student-completed PBIS Modules
Student Referral Rates
Earned Token Reinforcement
Advanced Tier I Supports Progress Monitoring
MTSS BOQ
MTSS EBP’s
Tier I
1.
Define & Teach Program Expectations
•  Consistent Standards for Professionalism
•  Posted Behavioral Expectations
•  Examples & Non-examples of Expectations
2. Acknowledgment & Reinforcement
•  GOTCHA Tickets for Expected Behaviors with Raffle
•  Promising Educator Certificate & Public Posting
3. Relevant Curriculum & Instruction
•  Imbedding PBIS Principles within Core Courses
•  Non-credit PBIS Modules
•  Symposiums & Practicum
4. Student Progress Monitoring
•  Attendance Data & Grades
•  Advisement Data
•  Faculty Referral Concerning Dispositions
Sugai et al., 2000; Horner, Sugai, & Anderson (2008)
5.
Brookfield, 1995, 2005; Zeichner & Liston, 1987
Bristol & Sloane, 1974; Kehle et al., 2000; McCoy et
al, 1977; Newstrom, McLaughlin, & Sweeney, 1999;
Ruth, 1996; Wilkinson, 2003
Advanced Tier I Interventions
•  Self-reflection Papers
•  Increased Contact with Advisor/Chairperson
•  Behavioral Contract
6. Universal Screening
•  Haberman Score
•  MAP Works
Sugai et al., 2000; Horner, Sugai, & Anderson (2008)
Horner, Sugai, & Anderson (2008); Sugai & Horner,
2009; O’Neill & Stephenson, 2012
Lewis-Palmer, Sugai, & Larson, 1999;Turbull et al.,
2002; Horner, Sugai, & Anderson (2008); Sugai &
Horner, 2009
Horner, Sugai, & Anderson (2008); Sugai & Horner,
2009
MTSS: Tier II
Systems
Outcomes:
Academic
Achievement &
Professionalism
Practices
Data
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Student referral process for MTSS
MTSS manual for faculty
Progress Monitoring Database
Tier II Team (COE Intervention Protocol)
•  Tier II Interventions
•  Additional Training on Professionalism Standards
(emphasis on particular rules targeted groups of
students are having difficulty with)
•  Remedial activities to address concepts not mastered
in course
•  Increased progress monitoring
•  Student Referrals to MTSS
•  Tier II Supports Progress Monitoring (student
performance)
•  MTSS Evaluation
MTSS EBP’s
Tier II
1. Tier II Interventions Targeted Skills Instruction Horner, Sugai, & Anderson (2008)
2. Increased Progress Monitoring and Guidance/Advisement Horner, Sugai, & Anderson (2008)
Bray, 1985; Brophy, 1984; Glennen & Farren,
1990; Glennen et al., 1996; Holmes, 2000;
Nichols, 1986; Shultz, 1989; Spears, 1990
3. Peer-based Supports
Budge, 2006; Miller, 2005; Pagan & Edwards•  Mentoring
Wilson, 2002/03; Thomas & Ward, 2010;Ward,
•  Peer tutoring
Thomas, & Disch, 2009; Ward, Thomas, &
Disch, 2010; What Works Clearinghouse, 2012
4. Explicit Expectations for Accountability & Performance
Bicard et al., 2012
•  Text Messaging to Improve Attendance/Timeliness
Bristol & Sloane, 1974; Kehle et al., 2000;
•  Behavioral Contracting
McCoy et al, 1977; Newstrom, McLaughlin,
& Sweeney, 1999; Ruth, 1996; Wilkinson,
2003
6. Student Counseling Services
Bishop & Walker, 1990; Campbell, 1965;
Frank & Kirk, 1975; Vermeersch et al., 2004;
Whipple et al., 2003
MTSS: Tier III
Systems
Outcomes:
Academic
Achievement &
Professionalism
Practices
Data
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Student referral process for MTSS
MTSS manual for faculty
Progress Monitoring Database
Student intervention team (COE Intervention Protocol)
•  Competing Behavior Pathway (Self-reflection by
student)
•  Tier III interventions (Behavior Contract, CICO,
Intensive Faculty/Chairperson Advisement
•  Individualized, explicit standards for Professionalism
targeting deficit areas
•  Extensive remedial activities to address concepts not
mastered in course
•  Student Referrals to MTSS
•  Tier III Supports Progress Monitoring (student
performance)
•  Student Grades and Levels of Performance
•  MTSS Evaluation
MTSS EBP’s
Tier III
1. Behavioral Contracting with CICO (Hybrid)
Bristol & Sloane, 1974; Kehle et al., 2000;
McCoy et al, 1977; Newstrom,
McLaughlin, & Sweeney, 1999; Ruth,
1996; Wilkinson, 2003
2. Meetings & Intensive Guidance/Advisement
3. Change of Major (when warranted)
Bray, 1985; Brophy, 1984; Glennen &
Farren, 1990; Glennen et al., 1996;
Holmes, 2000; Nichols, 1986; Shultz,
1989; Spears, 1990
Initial Year Actions (2012-13)
•  Implemented a Multi-tier Systems of Support at Bloomsburg
University, College of Ed, Department of Exceptionality
initiated during Fall 2012
•  Modified MTSS developed by Dept. of Except. Programs to
fit contextually within the Early Childhood and Secondary
Education Departments
•  Established PBIS within Higher Ed strand at PA PBS
Network Implementers’ Forum
•  Provided intensive training workshops to alternative school
setting to integrate PBIS for secondary age students
•  Identified research agenda to evaluate impact of MTSS on
Bloomsburg undergraduate education majors
Year 2 Actions (2013-14)
•  Roll out MTSS in Early Childhood/Adolescent Education and
Educational Services/Secondary Education Departments
•  Commence research projects to evaluate effectiveness of
MTSS
•  On-going implementation and research planning with MTSS
core team
•  Develop COE-wide MTSS manual and referral process
•  Initiate completion of PBIS modules assigned to core courses
•  Establish collaborative relationship across Bloomsburg
University to identify need for MTSS (not limited to COE)
Year 3 & 4 Actions (2014-15)
•  Evaluate longitudinal impact of MTSS on student
retention and graduation
•  Completion of PBIS modules associated with 5 core
courses completed by all education undergraduate
majors
•  Establish collaborative relationship with higher
education institutions seeking to implement MTSS
•  Sustain MTSS with fidelity within College of Education
•  Integrate MTSS into graduate education programs