Introduction to Systems Change in Positive Behavior Support

1
Introduction to Systems Change in Positive
Behavior Support

• Rachel Freeman
• University of Kansas

2
KIPBS Mission

• Train professionals who will facilitate PBS plans
  
• Create team of professionals that support each
  other
• Provide access to free training materials on PBS
• Facilitate state-wide and organization-wide
  systems change

3
KIPBS Values

• No one is considered an expert or consultant
• We are all learning how to support children more
  effectively
• Our job is to share our knowledge of PBS to build
  strong teams
• When we finish facilitating PBS, we leave with
  team members continuing the PBS process

4
Being Sensitive to Our Diversity

• Ask questions
• Dont be afraid to ask about jargon
• Instructors Prompt full description of acronyms
• Instructors Be aware of the differences in
  perspectives and how this may relate to the way
  in which people respond
• Person-centered planning is mandated in DD
  services but not in other services
• Wraparound is the term preferred when working in
  mental health

5
Examples of Professionals Participating in KIPBS

• Education
• Special education
• Adult services
• Case managers
• Independent contractors
• Child welfare
• Mental health

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Organization-wide PBS Planning andSchool-wide
Positive Behavior Support
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School-wide PBS and Universal Systems Change
Strategies

• Preventing a child or adults problem behavior
  means that everyone must change their behavior
• Waiting until problem behaviors occur before
  acting increases the likelihood that crises will
  occur
• Relying on one person to become an expert and
  solve complex problems is illogical
• To create a prevention-focused environment,
  organizations must
• Include everyone in the problem-solving process
• Create an ongoing problem-solving process
• Consider how policies, training systems,
  management, and funds need to change
• Use data for decision making

8
Reasons for Organization-wide Planning

• Organizations need to support their KIPBS
  Facilitators
• Data on KIPBS Facilitator billing patterns show
• It is harder for KIPBS Facilitators when this
  type of position has not previously existed
  within an organization
• Staff turnover makes it difficult for some
  organizations to maintain KIPBS Facilitators
• Policies, procedures and other issues can make it
  difficult to facilitate PBS planning
• KIPBS Facilitators are not usually directly
  involved in submission of billing
• KIPBS Facilitators who are new to billing and
  reimbursement do not always know how to answer
  difficult billing questions
• Staff submitting billing should receive
  instructions and have a chance to ask questions

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What We Are Learning

• Our KIPBS Facilitators are leading our policy and
  procedures development efforts
• The knowledge and wisdom of our billing
  organizations should be shared
• Committing time for networking increases our
  community of practice by
• Improving our efforts to impact SRS policy
• Collecting our wisdom and sharing it
  systematically with the state of Kansas
• Increasing communication which will improve
  outcomes for children

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Positive Behavior Support

• Valued outcomes by the child, family and team
• Science of behavior and bio-medical issues
  (physiological issues, mental health issues)
• Empirically validated procedures
• Systems change
• .in order to enhance quality of life and
  prevent problem behavior in the future

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Valued Outcomes

• Well-developed PBS plans are a good fit for
  caregivers supporting a child or adult, given
  their
• Values
• Skills
• Resources
• Interventions selected are considered culturally
  important
• Plans build on childs/adults strengths and
  increase/improve quality of life (vs. merely
  maintaining QOL)

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Science of Behavior and Biomedical Issues

• Based on applied behavior analysis
• Long history of effective interventions
• Clear research documenting why individuals behave
  the way they do in different settings
• Consideration of biomedical issues
• Physiological issues underlying behavior
• Mental health issues
• Medications
• Classical conditioning

13
Empirically Valid Procedures

• Strategies used have been proven effective in
  research literature
• PBS is collaborative, assessment-based,
  emphasizes proactive, educative, and
  reinforcement-based strategies
• Promotes environments in which positive behavior
  is more effective than problem behavior
• Emphasizes using applied behavior analysis to.
• Teach new skills that will replace problem
  behavior
• Reinforce positive social skills and decrease
  reinforcement for problem behavior
• Redesign the environment in order to prevent the
  likelihood that problem behavior will occur

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Systems Change

• Training one person to become an expert is not an
  effective approach
• Teams supporting children will learn how to
  identify new strategies
• Organizations can change policies, training
  systems, and management strategies to create
  environments that prevent problem behavior

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Exs. of Systems Change Activities

• Offer trainings about PBS with a focus on
  prevention
• Focus on person-centered approaches
• Directly involve all staff/adults in creating new
  strategies
• Identify the most import social/communication
  skills to teach
• Create a systematic way to reinforce
  children/adults
• Teach social and functional communication skills
• Engage in ongoing data-based decision making
• What types of behavioral incidents are most
  common?
• How are proactive, prevention-focused
  interventions working? What intervention(s) are
  most effective?
• What would be the most efficient intervention(s),
  given limited resources?

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Organization-wide Planning

• In the past, a systems change project was
• Introduced at the end of the training year
  (Module 9)
• Introduced at the celebration and included in
  class expectations at the beginning of the
  training year
• Now.it is referenced included throughout the
  training but field-based activities start at
  Module 9
• Organizations can choose to set up an
  organization-wide planning event after the
  training year is completed
• Field-based activities in previous systems change
  projects have included
• Designing a plan for in-service training at
  students agency
• Identifying colleagues to mentor using materials
  included in online KIPBS modules
• Participating in organization-wide planning
  meetings on PBS
• Conducting PBS marketing and awareness
  presentations

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New Organization-wide Planning Approach in
Field-based Activities

• Learn about the organization-wide PBS planning
  process throughout the training year
• Assess extent to which PC-PBS processes and
  practices have been developed implemented in
  your organization, as you learn more about PBS
• Talk with your managers/supervisors about whether
  there is interest in doing organization-wide PBS
  planning with KIPBS staff helping to facilitate,
  after the class is completed

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Characteristics of Learning Organizations

• Build on strengths
• Work smarter, not harder
• Focus on increasing communication
• Use data for decision-making
• Open to change
• Do not assume that things
• are already in place
• we already provide that type of training

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First Example of Systems Change School-wide
Positive Behavior Support

• Wait! I dont work in a school setting!
• Why do I need to know about School-wide PBS
• (SWPBS)?

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Why it is important to learn about systems change
in other organizations.

• Schools implementing PBS are interested in
  interagency collaboration
• The systems change process is similar and
  organizations can learn from each other
• Regional and community action planning is the key
  to effective service coordination

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CONTINUUM OF INSTRUCTIONAL POSITIVE
BEHAVIOR SUPPORT
Tertiary Prevention Specialized
Individualized Systems for Children/Adults with
High-Risk Behavior
5
15
Secondary Prevention Specialized Group Systems
for Children/Adults with At-Risk Behavior
Primary Prevention Organization-wide Wide
Systems for All Children/Adults, Staff, Settings
80 of Children/Adults
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School-wide Positive Behavior SupportSystems
Change

• The number of districts implementing school-wide
  PBS is growing fast
• The best way to expand PBS is to create an
  infrastructure for moving forward
• Each level of system has a planning team
• Statewide planning team
• District-wide planning team
• School-wide planning team

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Districts and Schools Implementing SWPBS That We
Know About

• El Dorado
• Salina
• Shawnee Mission
• Topeka
• Haysville
• Parsons
• Lincoln Elementary
• Blue Valley and Olathe?

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PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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Social Competence, Self Determination Academic
Achievement, and Safety
Positive Behavior Support
OUTCOMES
Supporting Decision Making
Information
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
Center for Positive Behavior
Interventions and Supports (2002)
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School Implementation Levels Example Changing
Contexts at all Levels
State
District
School
Classroom
Student
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Levels of Community Organization
City Nation
Organization
State
Neighborhood

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If a child doesnt know how to read, we
teach. If a child doesnt know how to swim, we
teach. If a child doesnt know how to multiply,
we teach. If a child doesnt know how to drive,
we teach. If a child doesnt know how to
behave, we..... .teach?
punish? John Herner, Counterpoint (1998,
p.2)
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Designing School-Wide Systems for Student
Success Multi-tiered System of Supports (MTSS)
1-5
1-5
5-10
5-10
80-90
80-90
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(No Transcript)
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Strategies District Teams Are Now Using to Access
Resources

• Finding PBS Facilitators in their region
• Sending school coaches/trainers to participate in
  KIPBS training program
• Identifying and recruiting professionals in
  community
• Invite mental health, child welfare,
  developmental disability or other professionals
  providing community support
• Introduce KIPBS training opportunities and
  provide materials about the training and Medicaid
  reimbursement
• Actively recruit professionals who will link with
  district team

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Levels of Community Family
City Nation
Family
State
Neighborhood

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Using the School-wide PBS Model The Triangle of
Prevention

•    

Community-wide Behavior Support Systems
School-wide Behavior Systems
Intensive, Individual Interventions Children
with intense needs Assessment-based High
Intensity
1-5
5-10
Targeted Group Interventions Some children (at
risk) High efficiency
80-90
System-wide Interventions All children
Preventive, proactive Broad community focus
Adapted from Sugai, 2002
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Planning Team Characteristics

• Administrator(s) or manager(s)
• Individual who can make decisions about use of
  funds
• Individuals who manage training systems
• Representatives of the individuals served (older
  children, family members, adults with
  disabilities)
• Direct service staff members
• Community members/volunteers

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Big Ideas

• 3-5 year process
• Organizational framework
• Critical features the same across schoolsyet
  uniquely individualized to culture of the school
• Invest in trainer of trainers approach

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Elements of Organization-wide Planning

• Establish team get staff buy-in
• Establish data-based decision-making system
• Modify incident reporting process
• Establish ways to teach important social and
  communication skills
• Develop plans for teaching skills systematically
• Create ways to recognize individuals
• 8 positive statements for every corrective
  statement
• Refine how to respond to problem behavior
• Monitor, evaluate, and modify what staff do

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Identify Team Roles and Responsibilities

• PBS Facilitator- facilitates meetings, reviews
  past meeting minutes, keeps group focused on
  meeting agenda
• Record Keeper- writes down actions and activities
  
• Timekeeper- before meeting, gets consensus on
  time to spend on each topic monitors time for
  each topic gives warnings when time is running
  out (e.g., 5 minutes left)
• Data Entry Person- trained to enter and access
  office referral data, brings data to meetings
• Behavioral Expertise- a person who has received
  training in individual positive behavior support
• Coordinator- lead person who coordinates
  organization-wide planning efforts

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Primary Prevention in Schools

• Teach all children social skills
• Work directly with all faculty to identify 3-5
  expectations that will be systematically taught
• Systematically reinforce positive behaviors
  observed
• Create consistent responses to the occurrence of
  problem behavior
• Establish a way to graph problem behaviors that
  is easy to use for school teams

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Primary Prevention Business Strategies

• Toyota Service Department
• We will treat you with respect
• We will be responsible for ourselves you
• We will do our best
• Safety is our primary goal

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Primary Prevention Native Alaskan Community
Values

• Example of Cupik Values
• Help other people
• Respect other peoples belongings
• Respect the animals you catch for food
• Remember what you are taught and told
• Saint Lawrence Island Yupik Values
• Give service to others
• Gather wisdom and knowledge

Oleksa, M. (2005). Another culture/ Another
world. Association of Alaska School Boards
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Primary Prevention Native Alaskan Community
Values

• Aleut Values
• Take care of the land
• Take care of the sea/ocean
• Take care of the water
• Be kind to other people
• Southeast Traditional Tribal Values
• Hold each other up
• Live in peace and harmony
• Respect for nature and property

Oleksa, M. (2005). Another culture/ Another
world. Association of Alaska School Boards
42
Primary PreventionSupporting Adults with
Disabilities

• Adults identify the important social expectations
  within their homes
• Emphasis is placed on prompting self
  determination (making meaningful decisions in
  life independently)
• Prompting and teaching key social and
  communication skills

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Primary Prevention Family Support Organizations

• Provide training to families that will prevent
  problem behavior
• Create opportunities for family members to meet
  together to share and brainstorm
• Teach case managers how to identify children at
  risk for problem behaviors

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Secondary Prevention

• Identify children and adults who need support
  early-- before challenging situations arise
• One or more office referrals/incident reports
  create an automatic referral to behavior support
  team
• Targeted small group interventions with
  individualized features (as needed)
• Base interventions on functional behavioral
  assessment information
• Provide additional targeted social skills
  teaching and positive feedback
• Teach self-management strategies and increase
  supports to promote greater success
• Provide multiple opportunities for high rates of
  academic success and/or social success across
  settings

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Tertiary Prevention

• KIPBS Facilitators help teams problem solve when
  serious problem behaviors occur
• Focus is on individualized, intensive
  function-based interventions supports for
  children/youth engaging in serious problem
  behaviors
• Create a team with the child as focus person
• Person-centered or wraparound plan
• Functional behavioral assessment
• Positive behavior support plan
• Interagency collaboration

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Organization-wide Planning Using PATH

• Planning Alternative Tomorrows with Hope (PATH)
  is a way for diverse people who share a common
  need to align their
• Organizations vision, purposes, and goals
• Understanding of an organizational situation and
  its possibilities for hopeful action
• Actions for change, mutual support, personal and
  team development, and learning
• Completed PATH for elementary school follows

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Gerald Adams Elementary School
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Organization-wide Planning Using PATH (Preview
of Module 9 Activities)
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Opportunity for Organization-wide Planning

• KIPBS professionals interested in starting
  systems change in a more formal manner can
• Learn about systems change in this class
• Bring information to supervisors/ administrators
• Ask for a KIPBS staff member to come visit after
  the training and facilitate a PATH