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Overview of Secondary/Tertiary Tier Practices & Systems. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 22, 2009 www.pbis.org www.cber.org www.swis.org [email protected] PURPOSE

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Overview of secondary tertiary tier practices systems

Overview of Secondary/Tertiary Tier Practices & Systems

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

April 22, 2009

www.pbis.org www.cber.org www.swis.org

[email protected]


PURPOSE

Overview of practices & systems for non-responsive behavior: Secondary/Tertiary Tier Behavior Supports

Appendices

  • Review

  • Secondary/Tertiary Tier Behavior Supports: Practices & Systems

  • Action Planning (~11:00)


Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior


Evidence-based

SWPBS

Practices

School-wide

Classroom

Family

Non-classroom

  • Smallest #

  • Evidence-based

  • Biggest, durable effect

Student



Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students


ESTABLISHING CONTINUUM of SWPBS

  • TERTIARY PREVENTION

  • Function-based support

  • Wraparound

  • Person-centered planning

  • TERTIARY PREVENTION

~5%

~15%

  • SECONDARY PREVENTION

  • Check in/out

  • Targeted social skills instruction

  • Peer-based supports

  • Social skills club

  • SECONDARY PREVENTION

  • PRIMARY PREVENTION

  • Teach SW expectations

  • Proactive SW discipline

  • Positive reinforcement

  • Effective instruction

  • Parent engagement

  • PRIMARY PREVENTION

~80% of Students



General implementation process

Team

GENERAL IMPLEMENTATION PROCESS

Agreements

Data-based

Action Plan

Evaluation

Implementation


Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students


Examples
Examples…

  • “Check-in Check-out”

    • Bethel School District, OR

  • “Behavior Education Program”

    • Fern Ridge Middle School, OR

  • “H.U.G.”

    • Tualatin Elementary School, OR

  • “Social Skills Club”

    • Missouri

  • “Think Time”

    • University of Nebraska


Rti secondary intervention in classroom

RTI & Secondary Intervention in classroom

Fairbanks, Sugai, Guardino, & Lathrop

(2007, EC)


RTI

  • Increasing intervention intensity based on responsiveness to effective interventions

  • “Check In/Out” at classroom level


Check in out pt card
Check In/Out Pt Card

Name____________________ Date ____________

Goal _____

Pts Possible _____

Pts Received_____

% of Pts _____

Goal Met? Y N

Rating Scale

2 = Great

1 = Ok

0 = Goal Not Met


Class B Results

Percent of Intervals Engaged in Problem Behavior

School Days


Class B Results + Composite Peers

Peer

Percent of Intervals Engaged in Problem Behavior

Peer

Peer

School Days


Study 2 Results

Percent of Intervals Engaged in Problem Behavior

School Days



Study 2 Results + Composite Peer Students

Peer

Percent of Intervals Engaged in Problem Behavior

Peer

Peer

Peer

School Days


Frms behavior education plan bep hawkin horner march 2002

BEP Plan Students

Weekly BEP Meeting

9 Week Graph Sent

Morning Check-In

Program Update

Daily Teacher Evaluation

Home Check-In

EXIT

Afternoon Check-In

FRMS Behavior Education Plan (BEP)(Hawkin, Horner, & March, 2002)

Referral,

Assessment,

& Orientation


Basic bep cycle
Basic BEP Cycle Students

  • Morning check-in

  • Prior to each period, give BEP to teacher

  • End of day check-out

    • Points tallied & reward

  • Copy of BEP form taken home & signed

  • Return signed copy next morning


Behavior education plan daily progress report
Behavior Education Plan StudentsDaily Progress Report


Identification referral
Identification & Referral Students

  • Multiple office referrals

  • Recommendations by

    • Teacher

    • Parent

  • Time to action = 30 min to 7 days


Contract
Contract Students

  • Agreement to succeed

    • Student

    • Parent

    • BEP coordinator

    • Teachers

  • Written (pref.) or verbal contract


Organization structure
Organization & Structure Students

  • BEP Coordinator

    • Chair BEP meetings, faculty contact, evaluation

  • BEP Specialist

    • Check-in, check-out, meeting, data entry, graphs

    • Coordinator + Specialist = 10 hrs/wk


  • BEP meeting 40 min/wk Students

    • Coordinator, specialist, sped faculty, related Services

  • All staff commitment & training

  • Simple data collection & reporting system.


Data collection for decision making
Data Collection for Decision-Making Students

  • Monitor BEP points earned each day

  • Office discipline referrals

  • Regular data use by BEP team






Hug hello update goodbye

HUG: Hello, Update, Goodbye Students

Pam Hallvik, Nancy Ferguson, & Sally Helton

Tigard-Tualatin Schools


H.U.G. Students

(Hello, Update, Goodbye)

Name: ____________________________ Date: ________________

Please indicate whether the student has met the goal during the time period indicated:

Meets = 2 pts So, so = 1 point Doesn’t meet = 0 pts

HUG Daily Goal _____/_____ HUG Daily Score _____/_____

Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.

Parent’s Signature ___________________________________

Parent’s Comments _________________________________________________________

__________________________________________________________________________


H u g program
H.U.G. Program Students

WHAT AND WHY?

  • The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made.

  • The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters.

HOW?

  • The H.U.G. Program consists of a plan and process that allow students to:

  • Check-in with a significant adult before school

  • Carry a tracking form

  • Ask their teacher to rate their behavior

  • Check-out at the end of each day

  • Take the form home to parents

  • Return the H.U.G. form the next morning


Hello morning
“Hello” - Morning Students

All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following:

  • Positive, sincere greeting

  • Check to see if they are prepared for day (lunch ticket, materials, etc.)

  • Check to learn how they are feeling (any morning conflicts?)

  • Collection of returned H.U.G. form signed by parents

  • Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward

  • New H.U.G. form


Update during day
“Update” - During Day Students

Student: give H.U.G. form to his or her teacher on arrival to class

Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating.

Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.


Goodbye end of day
“Goodbye” - End of Day Students

  • Students will return with their H.U.G. forms to counselor’s room at 2:25 each day:

  • Students will again receive positive, sincere greeting

  • Counselor or H.U.G. assistant will check to see whether student met his/her goal.

    • If so, student will receive small reward.

    • If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently.

  • Students will put their H.U.G. forms into their backpacks to take home to share with their parents.

  • Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.



H u g program contract agreement
H.U.G Program Contract Agreement Students

I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities.

  • Student signature: ___________________ Date ______

  • Parent(s) signature(s): _________________ Date ______

  • Teacher signature: ____________________ Date ______

  • Administrator signature: ________________ Date ______

  • H.U.G. Coordinator signature: _____________Date ______

    Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!


Tertiary Prevention: Students

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students


Behavior support elements
Behavior Support Elements Students

*Response class

*Routine analysis

*Hypothesis statement

*Alternative behaviors

*Competing behavior analysis

*Contextual fit

*Strengths, preferences, & lifestyle outcomes

*Evidence-based interventions

Problem Behavior

Functional Assessment

*Implementation support

*Data plan

  • Team-based

  • Behavior competence

Intervention & Support Plan

*Continuous improvement

*Sustainability plan

Fidelity of Implementation

Impact on Behavior & Lifestyle



Only 2 basic functions
Only 2 Basic Functions Students

Pos Reinf

Neg Reinf

Existing aversive condition identified



Function based support is all about
Function-based support is all about… Students

Re-design & improvement of learning & teaching environments

  • Attention to environment & function

  • Not re-design of individuals

  • Change in behavior of plan implementers


Non examples of function based approach
Non-examples Students of Function-Based approach

“Function” = outcome, result, purpose, consequence

  • “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.”


What is fba
What is FBA? Students

A systematic process for developing statements about factors that

  • contribute to occurrence & maintenance of problem behavior, &

  • more importantly, basis for developing proactive & comprehensive behavior support plans.


Necessary fba elements
Necessary FBA elements Students

  • Clear & measurable definition of problem behavior classes/sets

  • Complete testable hypothesis or summary statement (antecedents-behaviors-consequences)

    3. Data (direct observation) to confirm testable hypothesis.

  • Contextually appropriate behavior intervention plan based on testable hypothesis


Testable Hypothesis Students

“Basic Unit”

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

  • “Best guess” about behavior & conditions under which it is observed

  • Represents basic working unit of FBA

  • Directly guides development of BIP


Testable Hypothesis Students

“Basic Unit”

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

Infrequent events that affect value of maint. conseq.

Following events that maintain behaviors of concern

Preceding events that trigger or occasion

Set of related behaviors of concern


WRITE TESTABLE HYPOTHESIS: StudentsAs Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Setting event

Antecedent

Response

Consequence

??

Look at him.

“What’s up!”

“Who ya

lookin’ at?”

“Ya want

Some?” “Ya

talkin’ to me?

Kids shake

heads &

call him

“weirdo”


When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.

Avoid difficult tasks

What function?

Setting event

Antecedent

Response

Consequence

Sequoia makes

negative self-

statements &

writes profane

language

Teacher sends

Sequoia to

office for being

disrespectful

Misses 12:30

medication

Teachers

make

multiple

task demands


Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.

Escape adult &

peer attention

What function?

Setting event

Antecedent

Response

Consequence

Caesar is

teased several

times about his

hair by his

friends before

class

His teacher

stares at his

hair in class

Caesar asks

his teacher

what she’s

staring at

His teacher

sends him to

in-school

detention


Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.

Escape peer attention

What function?

Setting event

Antecedent

Response

Consequence

Other

student walks

away

New student

Student

approaches &

speaks in

English

Cleo turns

away


When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.

Access peer &

adult attention

What function?

Setting event

Antecedent

Response

Consequence

Teacher asks

what capitol

city of country

is

Napoleon

give correct

answer

Teacher gives

verbal praise

& time to work

with a friend

None


As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Access OR escape

peer attention?

What function?

Consequence

How do you know?

Assess?

Setting event

Antecedent

Response

How do you know?

“Who ya

lookin’ at?”

“Ya want

Some?” “Ya

talkin’ to me?

Kids shake

heads &

call him

“weirdo”

??

Look at him.

“What’s up!”


Te is best guess what if testable hypothesis is incomplete or inaccurate
TE is “best guess.” “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”What if testable hypothesis is incomplete or inaccurate?

  • Review what you know

  • Collect more information

  • Change hypothesis statement

  • Test/confirm new hypothesis statement


Te1 for hillary when hillary sits next to bill hillary whispers in his ear bill laughs
TE1 for Hillary: “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs."

  • Test manipulation?

    • Put Al in Bill’s seat.

  • Effect:

    • Hillary whispers in Al’s ear.

      Develop new TE!


Te2 when hillary sits next to boys she whispers in their ears the boys laugh
TE2: “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”“When Hillary sits next to boys, she whispers in their ears. The boys laugh.”

  • Test manipulation?

    • Put Monica in Bill’s seat.

  • Effect:

    • Hillary does not whisper.


MORE INFORMAL “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

EASIER

SIMPLE

INDIRECT

MORE

DIRECT

COMPLICATED

DIFFICULT

FORMAL


Functional assessment checklist for teachers facts
Functional Assessment Checklist for Teachers “FACTS” “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________

Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____

STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.

C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.

STEP 3: Problem Behavior(s): Identify problem behaviors

___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury

Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.


Routine analysis
Routine Analysis “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”


Fundamental rule
Fundamental Rule! “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).


Desired “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Alternative

Typical

Consequence

Summary Statement

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

Acceptable

Alternative


Setting Event “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Manipulations

Antecedent

Manipulations

Behavior

Manipulations

Consequence

Manipulations


Summary Statement “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Desired

Alternative

Typical

Consequence

Points,

grades,

questions,

more work.

Do work

w/o

complaints.

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

Noncompliance,

profanity,

physical

aggression,

Lack of peer

contact in 30

minutes.

Do difficult

math

assignment.

Avoid task,

remove from

class.

Function

Acceptable

Alternative

Why is function important?

Ask for

break,

ask for

help.

Because consequences

compete!!


Function based logic1
Function-based Logic “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”


Setting Event “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Manipulations

Antecedent

Manipulations

Behavior

Manipulations

Consequence

Manipulations

Immediately reinforce entering class.

Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help

Sit with preferred peer when done

Arrange for peer interaction before math class

Provide positive adult contact

Sit with preferred peer

Introduce review type problem before difficult tasks

Remind of alternative behaviors

Do first problem together

Teach options to problem behavior:

1. Ask for break

2. Ask for help

3. Turn in assignment as is.

Teach missing math skills


Summary Statement “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Desired

Alternative

Typical

Consequence

Ignore &

problem

solve

later

Delayed

teacher

attention.

Setting Events

Triggering

Antecedents

Problem

Behavior

Maintaining

Consequences

Profanity

Verbal

protests

Rides city

bus

Teacher

corrects

peers

Teacher

attention

Function

Acceptable

Alternative

Why is function important?

Discuss

in

private

Because consequences

compete!!


Setting Event “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

Manipulations

Antecedent

Manipulations

Behavior

Manipulations

Consequence

Manipulations

When J. engages in problem behavior immediately disengage from him, & engage peers.

When J. engages in replacement behaviors provide adult attention (discussion)

On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom

Give >3 positive acknow-ledgements per min. to peers during transitions.

Give private & quiet corrections to peers.

Remind J. of acceptable & desired replacement behaviors

Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.


Do quiz without “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

complaints.

Discussion about

answers & homework.

On Mondays and/or

when up all of the

night before.

Daily nongraded quiz

on previous night’s

homework

Verbal protests, slump

in chair, walks out of

room.

Avoids doing quiz &

homework discussion.

Turn in with name &

sit quietly w/o

interrupting.


Do quiz without “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

complaints.

Discussion about

answers & homework.

On Mondays and/or

when up all of the

night before.

Daily nongraded quiz

on previous night’s

homework

Verbal protests, slump

in chair, walks out of

room.

Avoids doing quiz &

homework discussion.

Turn in with name &

sit quietly w/o

interrupting.

+ Give time to review

homework.

+ Give quiet time before starting.

+ Give easy “warm-up” task before doing quiz.

+ Precorrect behavior options & consequences.

+ With first sign of problem behaviors, remove task, or

request completion of task next period.

+ Remove task based on step in task analysis (STO).

+ Provide effective verbal praise & other reinforcers.

Teach options to problem behavior:

1. Turn in blank

2. Turn in w/ name

3. Turn in w/ name & first item done.

4. Turn in w/ name & 50% of items done.


Add effective “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

& remove

ineffective

reinforcers

Neutralize/

eliminate

setting

events

Add relevant

& remove

irrelevant

triggers

Teach

alternative

that is more

efficient


Behavior support elements1
Behavior Support Elements “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”

*Response class

*Routine analysis

*Hypothesis statement

*Alternative behaviors

*Competing behavior analysis

*Contextual fit

*Strengths, preferences, & lifestyle outcomes

*Evidence-based interventions

Problem Behavior

Functional Assessment

*Implementation support

*Data plan

  • Team-based

  • Behavior competence

Intervention & Support Plan

*Continuous improvement

*Sustainability plan

Fidelity of Implementation

Impact on Behavior & Lifestyle


Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.eduCrone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press.Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford Press.


Secondary tertiary tier supports 8 min
Secondary/Tertiary Tier Supports “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”(8 min)

1 Minute

Attention

Please

  • If primary tier is in place, what % of your students could benefit from sec/tert tier supports?

  • How do you currently screen for students needing sec/tert tier behavior supports?

  • Who in your school has behavioral expertise to develop & implement sec/tert level behavior supports?


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