Positive Behavior Support and  Response to Intervention

Positive Behavior Support and Response to Intervention PowerPoint PPT Presentation

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Agenda. The Present:The ProblemThe PBIS model (and the RtI model)The Features of PBISThe ImpactThe Future: Braiding RtI and PBISQuestions and Contacts. Introductions. Carl J. LiaupsinClassroom TeacherDistrict-wide Behavioral Consultant MS in Assistive TechRA to National PBS CenterEd.D. in

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Positive Behavior Support and Response to Intervention

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1. Positive Behavior Support and Response to Intervention Carl Liaupsin University of Arizona

2. Agenda The Present: The Problem The PBIS model (and the RtI model) The Features of PBIS The Impact The Future: Braiding RtI and PBIS Questions and Contacts

3. Introductions Carl J. Liaupsin Classroom Teacher District-wide Behavioral Consultant MS in Assistive Tech RA to National PBS Center Ed.D. in EBD National PBIS / LINKS / ABI

4. The Problem:

5. The Problem:

6. Is it Non-Fatal Crimes?


8. What Do Teachers and Students Consider to be School Violence Pushing Shoving Cursing Threats Bullying General “disruptive” behavior

9. Making the Problem Worse: Time is at a Premium School Psychologists spend 80% of time providing identification services Counselors have a variety of duties Teachers are expected to take on social service roles. Administrators spend increasingly more time dealing with disciplinary issues.

10. Making the Problem Worse Reactive disciplinary approach Difficulty in providing consistency Difficulty in accommodating individual student differences Failure to provide instruction in rules, expectations, & consequences Academic failure

11. higher rates of negative interactions with school personnel regardless of their behavior higher rates of punitive consequences than their peers this tends to make behaviors worse lower rates academic engaged time with teacher perpetuation of cycle of behavior and academic problems


13. social skills training teach specific skills using effective instruction What Works

14. What Do We Need? Addresses violence in terms that are meaningful to teachers and students Incorporates methods that produce results Allows us to work more effectively, not just harder That focuses school and community resources for the best effect Is first proactive, then reactive

17. Positive Behavioral Interventions and Supports A proactive data-based approach to school-wide discipline Designed to be responsive to current social and educational challenges Is focused on three levels of need IS NOT A CURRICULUM, PACKAGE OR PRODUCT

18. Positive Behavioral Interventions and Supports Teaching expected behaviors Teaching social behaviors like academic behaviors Maximizing academic engagement and success Data-based practices

19. Principal endorses SWPBS SWPBS Team established SWPBS Team presents purpose and features of SWPBS project to school staff Site council or school leadership team endorses SWPBS project as one of top-three school improvement goals Start-Up Activities

20. SWPBS Team assesses status of school-wide SWPBS and discipline. Data management system established. SWPBS Team presents purpose and features of SWPBS project to school staff. SWPBS action plan developed and endorsed by staff. Start-Up Activities

21. SWPBS Team meets at least monthly. SWPBS Team gives status report to faculty at least monthly. Activities for SWPBS action plan are implemented. Effectiveness of SWPBS action plan implementation assessed. On-Going Activities

23. Teaching Rules agreed upon by team - willing/able to enforce posted, brief, positively stated Maximizing Routines avoid problem contexts, times, groupings, etc. consistent Adjusting Physical Arrangements clear physical boundaries supervision of all areas School-wide Systems

24. School-wide Systems

25. Targeted Systems Effective Academic and Social Instruction Valid Behavioral Assessment Finding the externalizers AND internalizers Effective Interventions Functional Behavioral Assessment Group or Individual

26. focused on individual students with the most challenging behaviors students for whom universal and targeted interventions were insufficient delivered in the least restrictive of a continuum of alternative placements - based upon program needs

27. planning for involvement of community resources as necessary in-depth and continuous assessment from a variety of sources and perspectives write activities into formal plans where necessary

28. Skills Knowledge of and ability to access full range of school and community support services Act as liaison for wraparound planning Development and implementation of individualized academic and behavior plans

29. Video Look for common language Look for the role of teaching/instruction Look for the impact/outcomes Look for the range of stakeholders

30. Impact Implementation / Fidelity Social Academic School Climate School safety

33. Arizona Data

34. Arizona Data

35. Arizona Data

36. Arizona Data

37. Arizona Data

38. Arizona Data

39. School Climate

40. Arizona Behavioral Initiative

41. National Data 2 Approximately 5000 schools Outcomes are similar to PBISAZ Data types are the same Focus on scaling up http://www.pbisillinois.org/ http://www.pbismaryland.org http://flpbs.fmhi.usf.edu/ http://www.pbisaz.org/ Scaled Tools (http://www.swis.org)

44. Future: Braiding RtI and SWPBS What is behavior? Integrating Models Simplifying Administrative Structures One team One process Scaling up School District State

45. Future: Issues RtI and SWPBS Who wants to play? v/s Get on the field!! Epistemologies (flexibility of models) Objectivist Postmodern (constructivist) Level of Individualization School District State Materials

46. Contacts Carl J. Liaupsin Assistant Professor Emotional and Behavioral Disorders Program Coordinator University of Arizona ([email protected])

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