Integrating mental health across all three tiers of sw pbs
1 / 26

Integrating Mental Health Across All Three Tiers of SW-PBS - PowerPoint PPT Presentation

  • Uploaded on

Integrating Mental Health Across All Three Tiers of SW-PBS. SW-PBS National Implementer’s Forum Hyatt O’Hare Rosemont, IL October 30-31, 2008 Session C-7. Lucille Eber, Statewide Director, IL PBIS Network Kenley Wade, IL PBIS State Leadership Team Member

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Integrating Mental Health Across All Three Tiers of SW-PBS' - medwin

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Integrating mental health across all three tiers of sw pbs l.jpg
Integrating Mental Health Across All Three Tiers of SW-PBS

SW-PBS National Implementer’s Forum

Hyatt O’Hare Rosemont, IL

October 30-31, 2008

Session C-7

Lucille Eber, Statewide Director, IL PBIS Network

Kenley Wade, IL PBIS State Leadership Team Member

Jose Tores, Superintendent, Elgin School District

Slide2 l.jpg

Why do schools need Mental Health and other community partners?

How can Mental Health and other community partners effectively collaborate with schools?

Perspectives of an Education and a Mental Health Leader.

Shared goals l.jpg
Shared Goals partners?

  • Success for all youth at school, home, community: academic/social/emotional

  • Safe, effective, supportive learning environments

  • Systemic approaches that are prevention based

Challenges l.jpg
Challenges : partners?

  • Fragmentation of efforts on behalf of youth

  • Lack of early interventions for students at-risk of developing MH problems

  • Lack of effective behavior practices in schools

  • Lack of data-based decision making

  • Low fidelity or low dosage interventions

Examples of ineffective practices l.jpg
Examples of Ineffective Practices: partners?

  • Referrals to Special Education seen as the “intervention”

  • FBA seen as required “paperwork” vs. a needed part of designing an intervention

  • Interventions the system is familiar with vs. ones likely to produce an effect

    • (ex: student sent for insight based counseling at point of misbehavior)

Slide6 l.jpg

A Key Question partners?

Does School-wide PBIS increase a school’s capacity to :

  • identify and support MH needs of students;

  • effectively support families in a timely manner?

Schools need partners l.jpg

Schools Need Partners: partners?

MH and other agencies serving youth/families


Other community members

Community leaders

Policy makers

Ks il tertiary demonstration project osep isbe l.jpg
KS-IL Tertiary Demonstration Project partners?(OSEP/ISBE)

Enhance SOC integration into SW-PBS

  • Wraparound practices

  • data-based decision-making as part of wraparound intervention

  • Connect schools with MH and other community providers

  • Development of strength-needs data tools

  • Web-based data system

Positive behavior interventions supports a response to intervention rti model l.jpg

Tier 1/Universal partners?

School-Wide Assessment

School-Wide Prevention Systems



Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 2/Secondary

Tier 3/


Small Group Interventions(CICO, SSI, etc)

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Group Interventions with

Individualized Focus(CnC, etc)

Daily Progress Report (DPR) (Behavior and Academic Goals)

Simple Individual Interventions

(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP



Illinois PBIS Network, Revised May 15, 2008

Adapted from T. Scott, 2004

Summary of fy 2008 simeo student demographics study cohort l.jpg
Summary of FY 2008 partners?SIMEO Student Demographics-StudyCohort

  • 10.3 years Mean Age

  • 70% male students

  • 45% (14) in 2-4 grade

  • 41% (18) Special Education Identified;

  • 65% (29) in General Ed Placement 100% of day

Slide11 l.jpg

74% of students were “discharged” in partners?June, July, August or September of School Year

Transition from middle school to high school was a time period likely to result in “discharge” from wraparound

Families in vulnerable situations were more likely to “opt out” of participation

having a family member struggling with a mental illness

having a child transition from Foster Care (where wrap was started) back to biological family

Summary of “Discharge” Findings

(n=20 students left wraparound from June-Dec.2007)

Summary of fy 2008 office referrals mean number of office discipline referrals per simeo student l.jpg
Summary of FY 2008 Office Referrals: partners?Mean Numberof Office Discipline Referralsper SIMEO Student



IL PBIS Network

Slide13 l.jpg
Summary of FY 2008 Office Referrals: partners?Mean Numberof Office Discipline Referralsper SIMEO Student for Students with Same Data Points




IL PBIS Network

Slide14 l.jpg

High Risk partners?

Low/No Risk

(n = 19)


Immediate & Sustainable Change Noted in Placement Risk

n =19


Why schools need partnerships with mental health l.jpg
Why Schools Need Partnerships with Mental Health partners?

  • One in 5 youth have a MH “condition”

  • About 70% of those get no treatment

  • School is “defacto” MH provider

  • JJ system is next level of system default

  • 1-2% identified by schools as EBD

  • Those identified have poor outcomes

  • Suicide is 4th leading cause of death among young adults

We need to go beyond use of office discipline referrals odrs l.jpg
We Need to Go Beyond Use of Office discipline Referrals (ODRs)?

  • High rate of unidentified MH problems

  • Youth get identified only after “crisis” which makes it harder and more “costly” to intervene.

Capacity to go beyond odr s l.jpg
Capacity to go beyond ODR’s… (ODRs)?

  • Apply RtI process to mental health “status”

    • SSBD

    • Teen Screen

    • Other?

  • Engage community partners and families in the 3-tiered system/process

  • Explore other data points to consider/pursue

Data about school l l.jpg
Data about School “L” (ODRs)?

  • High rates of poverty

  • Students with incarcerated parents

  • Grandparents functioning as parents

  • Trauma experiences

    • Neglect, abuse, murder/death, violence, etc

  • Families have history of negative school experiences

Useful questions about school l l.jpg
Useful Questions about (ODRs)?School “L”

  • What information and support do teachers need to be effective?

  • What information and support do families need?

  • What services and interventions are likely to increase student’s successful engagement in instruction?

  • What other data could be helpful to this school?

Useful questions school l l.jpg
Useful Questions: School “L” (ODRs)?

4. What preventive MH interventions can be provided

  • to ALL students, families, teachers?

  • To targeted groups (10%) of students, families, teachers?

  • How can mental health assist schools in providing comprehensive supports to the 1-5% of students, and their families and teachers?

  • How can community agencies support sw pbs l.jpg
    How can Community Agencies support SW-PBS? (ODRs)?

    Assist with gaps:

    • Family partnerships at all three tiers

    • Universal screening (beyond ODR’s)

    • Universal MH supports integrated into the curriculum for all

    • Targeted interventions for some students when data indicates they are at-risk

    • Coaching support for wraparound and behavioral interventions

    Slide22 l.jpg

    Mental Health/Community Support (ODRs)?

    at the Universal Level

    Promoting healthy development of all students

    • Family involvement in school activities

    • Community outreach activities

    • Family support activities

    • School-wide events that support learning

    • Participate in PBIS Universal team planning

    • Development of community-based support networks

    Mental health community support examples at the targeted tier 2 level l.jpg

    Assist on problem-solving team (ODRs)?

    Assist with classroom-based interventions

    Assist with individual or group interventions

    Assist with behavior support planning

    Family outreach and support

    Linkages with community resources

    Access to clinical services for students, families

    Social support needs of students, families, and teachers

    Mental Health/Community Support :Examples at the targeted/tier 2 Level

    Slide24 l.jpg

    Mental Health Involvement (ODRs)?with Students with Complex Needs (1-5%)

    • Role of Mental Health/Community Providers:

    • intensifies in scope and strategy

    • is flexibly designed per each student’s plan

    • reflects unique needs, culture of family

    • Mental Health/Community Providers:

    • as team facilitators, co-facilitator, or team members

    • linkages with community supports

    • provide clinical services per students’ individual plan

    • provide support to teachers and families

    Where to begin l.jpg
    Where to begin? (ODRs)?

    • Share Information about PBIS

      • “Way to Go” Report



      • Form a community leadership team

    • Identify partners at the school level

    • Be willing to use data and design and deliver based on a 3-tiered model

    Resources l.jpg
    Resources: (ODRs)?

    • Fixen, et al, 2005.“Implementation Research: A Synthesis of the Literature

    • Kutash et al, 2006. “School-based Mental Health: An Empirical Guide for Decision-Makers”

    • (Bazelon Center, 2006)“Way to Go”….School Success for Children with Mental Health Care Needs

    • Freeman, R., Eber, L., Anderson C, Irvin L, Bounds M, Dunlap G, and Horner R. (2006). “Building Inclusive School Cultures Using School-wide PBS: Designing Effective Individual Support Systems for Students with Significant Disabilities”. The Association for Severe Handicaps (TASH) Journal, 3 (10), 4-17. (