Intensive PBS Yellow

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Intensive PBSYellow Red Zone

• Chris Borgmeier, PhD
• Portland State University
• cborgmei_at_pdx.edu
• www.web.pdx.edu/cborgmei/

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Change in Placement
WHAT DOES THE TRIANGLE LOOK LIKE WITHOUT PBS?
Complete Paperwork for FBA Students with
High-Risk Behavior
5
5
Repeated Negative Consequences
15-20
Normal School Programming Limited Consistency
across Staff
70-75 of students
3
Tertiary Prevention FBA?BSP for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
4
Planning for Intensive PBS

• Handing out a set of district FBA/BSP forms is
  not enough
• Training is not enough
• 90 minute training
• Half day training
• Even 2 day training
• Things we need to do
• Need to plan for personnel to carry out roles and
  responsibilities for yellow zone and red zone
  interventions
• Provide time, skills, tools to persons to carry
  out roles
• Provide follow-up coaching, ongoing training and
  support from District coach

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Developing a System of Individual Student Support

• Continuum of assessments, interventions, data
  collection processes that extends across
  Secondary (Yellow) Tertiary (Red) Zones
• Not a Behavior Classroom
• Not solely CICO
• Not solely FBA/BSP
• Not a Behavior Specialist (lone ranger) we call
  in to do an FBA put in our box

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PBS Individual Student Support





Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis

• Intensive
• Targeted

Formal FBA
Observations and ABC Analysis
Complex Individualized Interventions
Interviews, Questionnaires, etc.
Simple Student




Interventions
Intervention
Assessment
Brief FBA
AnalyzeStudent Data No Ax
Group Interventions CICO
Universal School-Wide Assessment School-Wide
Prevention Systems
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District Commitments

• District-level Intensive-PBS Coach
• Significant expertise and experience with FBA,
  developing and implementing Behavior Support
  Plans, and data collection
• FTE dedicated to supporting school teams w/
  individual student intervention systems
• Always working w/ building Behavior Specialist
  and building team when providing Behavior Support
• Regular training and support provided for School
  Behavior Support Specialists
• Monthly meetings for training and support

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Organizing for Individual Student Supports
District
School
District Behavior Specialist
PBS Team
CICO Team
Intensive PBS Team Building Behavior
Specialist Administrator Staff pertinent to
student
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District Commitments

• Develop a District Vision for a Intensive PBS
  Continuum
• Yellow Red Zone Interventions
• Identify needs at each level, including roles and
  responsibilities
• What positions will take on roles and
  responsibilities?
• Counselors, SPSYs?
• Will they have sufficient time to carry out
  roles/responsibilities?
• Will other responsibilities have to be changed?
  Removed?

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PBS Individual Student Support








Universal School-Wide Assessment School-Wide
Prevention Systems
Check-In/ Check-Out
No Assessment

• Targeted
• Intensive

AnalyzeStudent Data
Targeted/ Available




Interventions
Intervention
Brief FBA
Assessment
Interviews, Questionnaires, etc.
Simple Individualized




Interventions
Complex Individualized Interventions
Observations and ABC Analysis
Formal FBA
Team-Based Wraparound Interventions
Multi-Disciplinary Assessment Analysis
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David Douglas SD Student Intervention Continuum-
Overview BEHAVIOR Problem Solving Process
Minimal Assessment Targeted/Group Interventions
Increasingly Intensive Assessment
Individualized Interventions
12
District Planning for Intensive PBSRoles
Responsibilities
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Intensive PBS in the School
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Start w/ the Universal System

• Have an established district-wide support for
  SW-PBS in place
• Schools implementing 80/80 for at least a couple
  of years
• Maintain your SW-PBS team there should be a
  separate team for Individual Student Support
  System

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Individual Student System
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Intensive PBS

• Need administrator buy-in, participation
  commitment to serving students in least
  restrictive setting

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I-PBS Team

• Coordinating team for Intensive PBS

Intensive PBS Team Admin, SPSY/Counselor,
Building Behavior Specialist

• Purpose Oversee, Monitor Coordinate Individual
  Student Systems. Use DATA to
• Monitor the Effectiveness of Targeted
  Intervention Systems
• Monitor Student Data to ID Targeted/Group
  Intervention Needs
• Monitor Student Response to Intervention
  Intervention Level
• Conduct Brief ABC Match to Available Programs
• Appoint Case Manager for Student team - Intensive

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Next, Focus on Secondary/Targeted Interventions
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Start w/ Check-In Check-Out

• Proven Targeted Intervention that is easy to
  implement
• Provides a data system that is adaptable for use
  with other Targeted Interventions
• Need to allocate for personnel time to run CICO
  program
• Suggest 10 hr/week
• See Crone, Horner Hawken,

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Team Responsibilities
Intensive PBS team
CICO Team 2-3 members of School PBS Team
FBA/BSP teams
School PBS Team
Oversees Coordinates Individual Student Systems
in School
School-wide Systems Universal Screening CICO
and SST team supervision Data System
Student selection CICO operation CICO
data Report to School PBS Team
Simple FBA Design of BIP Implement BIP Monitor
BIP and report to School PBS team
District Support Advance FBA Individual
support FTE/ resources
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Questions about Targeted Interventions

• What constitutes a Targeted Intervention or
  Available Program?
• An existing intervention in a school that
• Serves multiple students at one time
• Students can get started with almost immediately
  upon referral
• Requires almost no legwork from referring staff
  to begin implementation of the intervention with
  a student
• All school staff know about, understand their
  roll with, and know the referral process for
• If program is not self-sufficient and requires
  significant organization by referring staff its
  not a targeted intervention

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Questions about Targeted Interventions

• How many should we have?
• To run systemic interventions or programs, school
  resources will only allow a school to have so
  many (likely 4-5 interventions at one time)
• Be strategic in investing resources in targeted
  interventions that will meet a need for a number
  of students in your school
• A few successful programs are better than many
  that never really operate successfully because
  limited resources dont allow for it or arent
  accessed because it is too much trouble for
  referring staff to get a student started with

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Questions about Targeted Interventions

• What programs are research based?
• Research based v. Assessment based
• Use function of student behavior to guide
  selection of targeted interventions for student

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Matching Function with Available Programs
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School-wide PBS Team Focus on things that touch
all students all staff Effective for 80 of
students
What about the Non-responders?
Individual Student Intervention System
Check-In/Check-Out Manager
Individual Student Coordinating Team
Brief ABC Match to Available Intervention
Student 1
Student 2
Student 3
Student 4
Brief ABC Individualized Intervention
FBA/BSP
FBA/BSP District Support/Wraparound
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Student Team - Intensive

• For Students with INTENSIVE needs (orange/red
  zone) we need
• Interventions individualized to the specific
  needs of the student
• Expertise in the presenting area of concern
• Behavior Specialist for behavioral concerns
• Reading Specialist for reading concerns
• Speech Therapist for speeck concerns, etc.
• Assessment information that directly and most
  efficiently informs intervention development
• For Behavior that is FBA

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Student Team - Intensive

• Who should be on the team
• Person with Expertise related to the specific
  presenting concern(s)
• Behavior Specialist, Reading Specialist, etc.
• Teachers and staff knowledgeable about the
  student
• Teachers and Staff who will be implementing
  interventions with the student
• Parent
• Student (as necessary)

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FBA Team Process
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Embedding Function-Based Support into School
Teams Leah Benazzi, 2005

• Participants
• School-based teams
• Behavior specialists with knowledge of behavior
  theory
• Participants developed behavior support plans
  (BSPs) based on description of students
• Teams without a behavior specialist
• Behavior specialist without the team
• Teams and the behavior specialist together
• All BSPs were evaluated for technical adequacy
  and contextual fit

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Results

• BSPs developed by behavior specialists alone,
  rated low on contextual fit
• BSPs developed by teams alone, rated low on
  technical adequacy
• Only BSPs developed by the team working with a
  behavior specialist rated high on both technical
  adequacy and contextual fit.