Positive Behavioral Interventions and Supports

1. Positive Behavioral Interventions and Supports Data Collection and Evaluation Module 2 2004 – Revised July, 2010

2. What is “Positive Behavioral Interventions & Supports”? PBIS focuses on PROACTIVE support strategies that reduce the likelihood of problem behavior and allows individual students to be as independent and successful as possible in the school setting. It encompasses a range of strategies from systemic to individual supports.

3. PBIS Continuum Intensive Interventions -individualized strategies supporting students with high risk behaviors 5% Universal Interventions – proactive strategies supporting all students 15% Targeted Interventions –specialized strategies supporting students with at risk behaviors 80% of Students

4. Positive Behavioral Interventions & Supports Universal Targeted Intensive • School-wide PBIS • System wide procedures • School wide systems - Classroom systems - Non classroom systems • Problem Solving Model Team - Proactive management ideas • Informal/formal data • collection and evaluation • PSM Team / IAP / IEP • Intervention Plan for • Student Success • IAP or IEP • Functional Behavior • Assessment • Behavior Intervention Plan • Data collection, assessment, • observation • Mental Health in the Schools • PSM Team/ IAP / IEP -Formal evaluation -Functional Behavior Assessment -Behavior Intervention Plan • Manifestation Determination • Short-Term Suspension • Analysis

5. Why do you need to collect data? • to implement best teaching practices • to report progress to parents • to collect information regarding a student • or students’ performance • to address the I.D.E.A. “Special Factors” • requirement for a student with an IEP • to monitor a behavior or the response to an • intervention directed towards the behavior • to determine eligibility for accommodations or • educational services

6. Ways to Collect Data . . .Informal

7. Ways to Collect Data . . .Formal Sample Event Record

8. Ways to Collect Data . . .Formal Sample Interval Recording

9. Student: _____________________________ Teacher: ___________________________________ Student: _____________________________ Teacher: ___________________________________ And Now What? Organize and Summarize Analyze Intervention and Evaluation

10. Organize and Summarize • Record behaviors that can be seen and measured • Collect information across time and settings • Utilize multiple observers, if possible • Utilize data collection tools Be Specific Be Concise Be Descriptive Just the facts!

11. Example Format for Data Collection FREQUENCY DATA SHEET Student: ______________ Teacher: _________________ Date Time Behavior of Concern Exhibited Location/Activity Presence of Others, Peers, Adult(Specify) Adult Response/Action Other Factors Behavior: Tallies: NHCS PBIS 3 Tool

12. Analyze your Data • Calculate frequency/intensity/duration information • Determine patterns of behavior • Determine behavioral triggers

13. Behaviors Of Concern (What student does) Frequency (How often occurs per hour, day week) Intensity (How damaging or destructive: mild, moderate, severe) Duration (How long lasts: minutes, hours) Example Format for Data Analysis NHCS PBIS 4 Tool Behaviors Of Concern (What student does) Frequency (How often occurs per hour, day week) Intensity (How damaging or destructive: mild, moderate, severe) Duration (How long lasts: minutes, hours)

14. Resources • NHCS Special Education & Related Services Manual • Web Resources -www.pbis.org -http://cecp.air.org -www.udel.edu -http://darkwing.uoregon.edu/~ttobin/ (Click on Case Study)