Transcript Now More than Ever John VanDenBerg

Implementing Positive Behavioral
Interventions and Supports with
Fidelity in PBIS-NH Schools
TECBD Conference
November, 2006
Howard S. Muscott, Ed.D.
Co-Director, NH CEBIS
[email protected]; 206-6891
www.nhcebis.seresc.net (For handouts)
To Our PARTNERS, We Thank You!
NH Department of Education
Virginia Irwin, Robert Wells, Deb Grabill
NH Department of Health and Human
Joe Perry
Services, Bureau of Behavioral Health
APEX Initiative
JoAnne Malloy
Alliance for Community Supports
Gail Cormier
Granite State Federation of Families
Kathleen Abate, Linda Thomas
NAMI-NH
Michael Cohen
Developmental Disabilities Council
Alice Porembski
SERESC, Inc.
Antonio Paradis & Becky Berk
Rivier College
Charles Mitsakos
University of New Hampshire,
Keene State College, Plymouth State University
Granite State College
Mary Ford
PBIS Center, University of Oregon
George Sugai, Rob Horner
Illinois EBD Network
Lucille Eber
New Hampshire Connections
Dawn Marquis
Maryland PBIS
Susan Barrett
Agenda
1. PBIS-NH
2. Stages of Implementation
3. PBIS Features
4. Training and Technical Assistance
5. NH Outcomes
What is PBIS?
PBIS is a sustainable, proactive process
that improves social, behavioral, and
academic outcomes through positive,
preventive evidence-based strategies,
collegial and collaborative teaming, and
data-based decision-making.
Muscott & Mann, 2003
PBIS Support Systems
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior
Continuum of Positive Behavior
Interventions and Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Tertiary Prevention
Secondary Prevention
Students At-Risk
for Problem
Behavior
(5-15%)
Specialized Individual
Interventions
(Individual Student
System )
Specialized Group
Interventions
(At-Risk System)
Stud en ts w it ho ut
Seriou s Prob le m
Be ha viors
(8 0 -9 0% )
Primary Prevention
All Students in School
Universal Interventions
(School-W ide System
Classroom System)
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Mission of the NH Center for Effective
Behavioral Interventions and Supports
The Center’s mission is to foster the
development of safe, caring, respectful
schools where learning is a primary
focus, and all members of the
community, including students with
emotional or behavioral disorders, are
valued and experience success and joy
each day.
PBIS-NH Training and
Technical Assistance
 Training for all three tiers, coaches, SWIS,
and district level support teams
 Begins with Universal System, then Targeted
and Intensive -- Spiraled
 3 Years of Support
 Facilitation at training
 On-site facilitation ½ day per month
 Resources provided free of charge
Taking it to Scale in New Hampshire
NH
Dept. of
Education
Funding
NH
Connec
-tions
Visibility
Political
Support
NH Div.
Behavioral
Health
NH CEBIS Leadership Team
Active Coordination
Training
Facilitation
on Site
System
SOC
Of
NAMI
Care
Evaluation
PBIS-NH in ECE and schools with District, SAU Support
Universal, Targeted, Intensive Teams, Internal Coaches
Early Childhood Programs and K-12 Schools
Involved in PBIS-NH by Year
Number of Preschools and Schools
140
124
120
104
20
100
35
80
70
New Schools
Previous and Cumulative
60
104
40
40
20
0
31
69
Note: 2 schools
have dropped
out in 4 years
31
30
0
2002-03
2003-04
2004-05
School Year
2005-06
124 Sites Participating in PBIS-NH
C 1-3: 2002-2005
 ECE
39
 Elementary 35
 Middle
10
 High School 6
 Multi-Level 11
 Alternative 4
Cohort 4: 2005-2006
 ECE
0
 Elementary 14
 Middle
1
 High School 1
 Multi-Level 0
 Alternative 4






 Total
 Total
 Total
104
20
Totals
ECE
Elementary
Middle
High School
Multi-Level
Alternative
39
49
11
7
11
8
124
Positive Behavioral Interventions and Supports-New Hampshire
124 Participating Sites – Pre- and K-12 Schools, 2005-06 School Year
Lakes Region (20)
North Country Region (14)
Central Region (41)
Daisy Bronson JH (7-8) – Littleton (2)
Academy of Learning & Tech (6-9) - Nashua (4)
Easter Seals School (1-12) – Lancaster (4)
Amherst Street School (K-5) – Nashua (4)
Jefferson Elementary (P-5) – Jefferson (4)
Armand Dupont (5-8) – Allenstown (2)
Lancaster Elementary (P-8) – Lancaster (4)
Bartlett ES (P-4) - Goffstown (2)
Linwood School (K-5) —Lincoln (1)
Belknap-Merrimack Head Start – Manchester (5 sites) (2)
Lin-Wood School (6-12) – Lincoln (2)
Chester Academy (1-8) – Chester (3)
Lisbon Regional (6-12) – Lisbon (2)
Creative Years Child Dev & Learning Ctr. – Nashua (3)
Lisbon Regional Elementary (K-5) - Lisbon (4)
Derry Early Education Program (Pre) – Derry (3)
Littleton HS (9-12) – Littleton (2)
Florence Rideout (K-6) – Wilton (2)
Milan Village School (K-6) – Milan (2)
Fred C. Underhill ES (K-2) — Hooksett (1)
Mildred Lakeway ES (K-6) — Littleton (1)
Henry Moore School (1-8) – Candia (2)
Pine Tree ES (K-6) - Center Conway (2)
Hillsboro-Deering ES (P-5) – Hillsborough (3)
Profile (7-12) — Bethlehem (1)
Hooksett Memorial School (3-5) – Hooksett (2)
Whitefield ES MS (1-8) — Whitefield (1)
James Mastricola ES (R-4) — Merrimack (1)
Jolicoeur School (1-12) – Manchester (2)
Litchfield MS (5-8) – Litchfield (2)
Mastricola
Upper Elementary (5-6) – Merrimack (3)
Southwest Region (21)
Matthew
Thornton
Elementary (1-5) – Londonderry (4)
Bluff ES (P-5) — Claremont (1)
Mt. Pleasant (K-6) – Nashua (3)
Canaan ES (K-4) – Canaan (3)
New Boston Elementary (P-6) – New Boston (4)
Claremont MS (6-8) – Claremont (1)
Rivier Early Childhood – Nashua (3)
ConVal High School (9-12) – Peterborough (4)
RSEC
Academy (6-12) – Amherst (2)
Cutler School (4-6) — Swanzey (1)
Sandown North ES (1-3) – Sandown (3)
Disnard ES (K-5) – Claremont (1)
South Londonderry ES (1-5) – Londonderry (2)
Dublin Consolidated (K-5) – Dublin (3)
Southern
NH Svcs. Head Start – Manchester (5 sites) (1)
Maple Avenue ES (K-5) – Claremont (1)
Southern NH Svcs. Head Start –Nashua (4 sites) (3)
Newport MS (6-8) – Newport (2)
Southside Middle School (6-8) – Manchester (3)
Peterborough Elementary (K-4) – Peterborough (4)
Summit School (9-12) – Amherst (2)
Pierce Elementary (K-4) – Bennington (4)
Thorntons Ferry ES (R-5) – Merrimack (1)
South Meadow MS (5-8) — Peterborough (1)
VNA Childcare – Manchester (2)
Southwestern Comm. Svcs. Head Start – Keene (7
sites) (3)
Unity (1-8) – Unity (1)
( ) indicates cohort
Andover ES/MS (K-8) – Andover (3)
Belmont ES (P-4) – Belmont (1)
Franklin MS (5-8) – Franklin (1)
Franklin HS (9-12) – Franklin (1)
Henry Wilson School (4-6) – Farmington (3)
Henry Wilson Memorial (7-8) – Farmington (4)
Jennie D. Blake ES (K-6) – Hill (4)
Kenneth Brett School (K-8) – Tamworth (2)
Kingswood Regional HS (9-12) - Wolfeboro (2)
Madison Elementary (K-6) – Madison (4)
Milton Elementary (K-6) – Milton (4)
Paul Elementary (1-8) – Sanbornville (4)
Pittsfield ES (K-6) – Pittsfield (3)
Sanbornton Central (K-5) – Sanbornton (3)
Southwick ES (3-5) – Winnisquam (2)
Spaulding Youth Ctr. (1-12) – Tilton (3)
The Tobey School (6-12) – Concord (4)
Union Sanborn (P-2) – Winnisquam (2)
Valley View ES (K-3) –Farmington (2)
Winnisquam MS (6-8) – Tilton (1)
Southeast Region (29)
Chamberlain St. School (K-5)– Rochester (3)
Dover MS (5-8) – Dover (1)
Dover HS (9-12) — Dover (1)
Ellis School (1-8) – Fremont (2)
Garrison ES (K-4) – Dover (1)
Hilltop ES (1-4) - Somersworth (1)
Horne Street ES (K-4) – Dover (1)
Maplewood ES (P-4) – Somersworth (2)
McClelland School (K-5) – Rochester (4)
Newmarket Jr/Sr High (6-12) – Newmarket (3)
Odyssey House (6-12) – Hampton (4)
RCA Head Start - Portsmouth (9 sites) (2)
Seabrook Middle School (5-8) – Seabrook (4)
Somersworth MS (5-8) — Somersworth (1)
Strafford County Head Start – (6 sites) (3)
Woodman Park ES (P-4) – Dover (1)
7/17/2015
Schools
Families
PBIS-NH
Stages of Implementation
Muscott, Mann, & Berk 2005
Youth
Communities
Readiness Requirements for
PBIS-NH Systems Change
 Interest meeting with stakeholder group including principal








or program director
Letter of interest and intent from principal or program
director
Full faculty meeting to discuss PBIS implementation
Information shared with families
Family representation on Universal Leadership Team
80% or better faculty buy-in obtained through vote or
consensus
Superintendent or Executive Director sign off
3-year commitment to teams, training, technical assistance,
and data-based decision-making
Application made to NH CEBIS
“NH CEBIS is an outstanding
best practice of a teaching and
learning model, and is an
excellent example of
collaboration of several
institutions of higher learning
working together to serve the
state.” Denise Maslakowski, Ed.D.
Associate Vice President
Plymouth State University
“The commissioner is consistent in how he states the four
pillars of this initiative. The first is social. The second is
emotional. The third is physical and the fourth is academic.
We believe that if you address the first three, then you have
children ready to learn and be successful academically.
What we're saying is every child, every day. And isn’t this
what you are doing as you incorporate PBIS into your
schools and organizations?”
Virginia Irwin, Director of the Division of Instruction
NH Department of Education
at the 2006 PBIS-NH Summit
“I was very skeptical about this
program at first. I thought, here we
go again – another initiative. But I
can honestly say that teaching is
much easier with PBIS in place – I
am now sold on this approach.”
Barbara Condon, Elementary School
Teacher, Merrimack school district
“In
all of my 9 years at this school,
this year had the smoothest
beginning and it’s because of
three words: cooperation, respect,
and responsibility.”
Newmarket School Principal at
PBIS Rollout Open House
Steps for Implementing
Universal Systems in PBIS-NH
1. Build a universal leadership team, meet
regularly, use effective team processes,
and create a mission statement
Representative, Credible and Influential
2. Identify internal coach(es)
Capacity for Behavior Support
Steps for Implementing
Universal Systems in PBIS-NH
3. Self evaluate building strengths and
needs and use data for action planning
and decision-making
Collaborative Team Checklist,
Universal Team Implementation Checklist,
Family Engagement Checklist,
Effective Behavioral Support Survey
Steps for Implementing Universal
Systems in PBIS-NH
4. Establish a clear set of positively stated
behavioral expectations
Schoolwide Expectations
5. Clearly define expected behaviors for
classroom, non-classroom and home* settings
(bus, bathroom, hallway/transition,
playground, morning routine, TV, sleep)
Behavioral Matrix
Home Matrix * Optional
Mastricola Elementary School – Behavior Matrix
R
E
S
P
E
C
T
S
A
F
E
T
Y
R
E
S
P
O
N
S
I
B
L
E
HALLWAY
PLAYGROUND
BATHROOM
CAFETERIA
LIBRARY
FIELD TRIP
ASSEMBLY
Quiet in
hallways
Be a good
listener
Share
Wait your turn
Flush
Knock on the
stall door
Give others
privacy
Cooperate
with adults
Inside voices
Quiet voices
Wait your
turn
Cooperate
with adults
Be a good
listener
Display good
audience
behavior
Cooperate
with adults
Quiet voices
during
transitions
Walk single
file
Stay to the
right
Look before
opening doors
Backpack
safety
Follow equipment
rules
Follow game rules
Keep hands and
feet to self
Dress
appropriately
Wash hands
when done
Sign out
Sign in
Use good
table manners
Walk
Eat your own
food
Sit properly
Use
equipment as
instructed
Ask for
assistance
Stay with
your group
Dress
appropriately
Follow
directions
about eating
Wear name
tag
Walk
Stay seated
until
dismissed
Keep safe
distance from
equipment
Maintain
personal
space
Sit on bottom
Kind words
Tell an adult
Return equipment
Keep
bathroom
clean
Use bathroom
as intended
Maintain
personal
space
Allow anyone
to sit next to
you
Clean up after
yourself
Take care of
library
materials
Return
materials to
proper place
Stay with
group
Observe
boundaries
Show
appreciation
Observe
boundaries
Maintain
personal
space
Playground Expectations
Amherst Street Elementary School
Playground  Follow
adult
directions
 Be a good
sport
 Use kind
words
 Play fair
 Follow
 Use
your
playground
Pledge
equipment
 Return
properly
everything  Report unsafe
you
behavior
borrowed
 Stay in the
 Walk
playground
quietly into
area
the
building
Steps for Implementing Universal
Systems in PBIS-NH
6. Establish procedures for teaching
expected behavior in context and
practice
Yearly Teaching Schedule
Teaching Matrix
Teaching Tools
Teaching Tools in Context
Yearly Teaching Schedule
Fall-Holidays
Initial
Kick-Off
Event
1st SW Teaching
2nd SW Teaching
Plan and
Plan and Assessment
Assessment
Recognition
Recognition
January-June
3rd SW Teaching
Plan and
Assessment
Recognition
4th SW Teaching
Plan and
Recognition
Assessment
Develop Teaching Plans to
Teach Behaviors
 Teaching plans are teaching scripts
designed to help students learn the
behavioral expectations
 Each one is taught using effective
instructional practices
 A plan for teaching all the students is
devised
 Booster lessons are provided as needed
Schoolwide Outcomes
Schoolwide
Teaching
Team
Data-Based
Decision
Making
Schoolwide
Recognizing
Assessing Effectiveness
Steps for Implementing Universal
Systems in PBIS-NH
7. Establish a continuum to recognize/
celebrate expected behaviors
Recognition Plan
Recognition Systems
Muscott & Mann (2006)
 Step 1: Specific verbal praise paired with
visible acknowledgement given at high rates.
 Step 2: Specific verbal praise paired with
visible acknowledgement given
intermittently.
 Step 3: On-going random verbal praise
connected to broad expectations and
designed to enhance climate and
Highly visible periodic “attention grabbing:
celebrations of success
SW Recognition Planning Matrix
Muscott & Mann (2006)
In which strategic location will the behaviors be recognized?
What specific behaviors will be recognized in that location?
What is the visible acknowledgement?
How often should it be given?
Who will be recognizing the students?
When should the recognition start?
When should the next step begin?
What, if anything, happens to the visible recognition after it
is earned?
9. How will we ensure that staff practice giving out recognition
prior to implementation?
10. How will we know staff is implementing according to the
plan?
11. Are there any special circumstances?
1.
2.
3.
4.
5.
6.
7.
8.
Evaluating SW Recognition Plans
Muscott& Mann (2006)
This checklist contains 16 key
activities that occur prior to, during
and after implementing the
schoolwide recognition plan.
Provide Positive Contacts
Smith & Sprague (2004)
 Be
friendly and helpful in general
 Constantly smile and wave at students as
you move and scan
 Be proactive
 Provide at high rate
 Short in duration (5-10 seconds)
 Non-conditional for specific behaviors
 Delivered mostly to groups not
individuals
Positively Recognizing
Expected Behaviors
 Provide specific, verbal acknowledgement
using words from the teaching matrix
 Provide recognition at a 4:1 ratio or better of
positive to corrective contacts
 Provide recognition as quickly after the
expected behavior as possible
 Focus positive attention on problem routines
 Recognize at many students as possible
Steps for Implementing Universal
Systems in PBIS-NH
8. Establish procedures for discouraging problem
behavior
Definitions of Problem Behaviors (Majors vs. Minors)
Office Discipline Referral Form or
Form for Recording Problem Behaviors
Process for Responding to Problem Behaviors
Consequences for Problem Behaviors
9. Align classroom management and management of
nonclassroom setting to schoolwide system
Classroom Management
Non Classroom Management
Self-Assessments
Organizing Discipline Data
Definitions of Problem Behavior
Process for Responding
Office Referral Form
Data Management System
Schoolwide
Information System
(SWIS) www.swis.org
Ongoing Analysis
Behavior Definition Examples
 Disruption: Behavior causing an interruption
in a class or activity. Disruption includes
sustained loud talk, yelling, or screaming;
noise with materials; horseplay or
roughhousing; and/or sustained out-of-seat
behavior.
SWIS – PBIS’s Data System
•
•
•
•
•
Maintained by University of Oregon
Web Site Based – www.swis.org
Allows easy Student Data Input
Creates Data Charts/Analysis
Assists Team in Discussing Data with
Staff
• Small yearly investment ($200.00)
Responding to Problem Behavior:
Consequences or Corrections for
Minor Rule Violations
 Follow schoolwide procedures
 Handle minor rule violations quickly, quietly,
neutrally, and with positive follow-up
 Respectful,
non-critical, non-argumentative
 Resolve privately if possible
 Focus on behavior, not student
 Use 2-minute rule – If the issue cannot be
resolved in 2-minutes, refer to support staff or
follow school procedure
Responding to Problem Behavior:
Consequences or Corrections for
Major Rule Violations
 Follow school procedures for major rule
violations
 Be
businesslike, neutral, disengage
 Resolve privately if possible
 Focus on behavior, not student
 Follow 2-minute rule, refer or get help
 If successfully resolved, acknowledge student
 Precorrect for next time
 Follow group and individual plans when they
exist
Steps for Implementing Universal
Systems in PBIS-NH
10. Develop a plan to formally introduce program to
faculty, families, administration, and students.
Rollout Plan
Consider Culture of School, District or Program
and Community Members
Include Activities
Address Communication through Multiple Mediums
Embed Information in Existing Activities,
Structures, and Documents
Steps for Implementing Universal
Systems in PBIS-NH
11. Establish procedures for on-going monitoring and
evaluation.
Meeting Schedule and Effective Team Processes
Review Assessment Information and Data Regularly
On-going Use of Data for Decision-Making
12. Establish procedures for on-going communication
with faculty, administration and families.
Consider Culture of School, District or Program
and Community Members
Address Communication through Multiple Mediums
Embed Information in Existing Activities,
Structures, and Documents
PBIS-NH Outcomes
1.
2.
3.
Build capacity of NH schools to support student behavior
Improve school-wide discipline systems and school climate
Improve the behavior of all students



Those without chronic problems
Those who are showing early signs of problems
Those with chronic and intense needs
Maximize instructional time to increase learning and
academic achievement
5. Improve communication and collaboration among key
system stakeholders
4.



Between schools and families
Among school faculty, staff, and administration
Among schools, families, mental health, and other
community service (family support) providers
“Our participation in PBIS has
resulted in less classroom time lost
to discipline referrals. The data
shows us that in 2004-2005 our
students gained 900 minutes of
classroom time due to a decrease in
behavioral incidences.”
Janet Steinert
Assistant Principal
The Whitefield School, Whitefield
Outcomes for 22 Cohort 1 Schools
2004-05
 81% of students in the “Green Zone”
 6,010 less Office Discipline Referrals (28%)
 568 fewer In-School Suspensions
 352 fewer Out-of-School Suspensions
 15, 647 Hours Regained (2,608 Days)
 10,496
for Students Learning
 2, 958 for Teachers Teaching
 2,193 for Administrative Leadership
PBIS-NH Outcomes
Research Question 2
Can PBIS-NH schools supported
with training and technical
assistance by the NH CEBIS
implement and sustain a cost
effective universal schoolwide
system of discipline with fidelity?
Schoolwide Evaluation Tool
Sugai, Lewis-Palmer, Todd, & Horner, 2001
 On-site evaluation
 Review of school documents
 Examination of physical space
 Interview the administrator, at least ten
staff and at least fifteen students
 28 items clustered in seven features
 Each item is scored 0 (‘not in place”), 1
(“partially in place”), or 2 (“in place”)
points
Schoolwide Evaluation Tool
Sugai, Lewis-Palmer, Todd, & Horner, 2001
 The features are
 Expectations
defined
 Behavioral expectations taught
 On-going system of rewarding
 System for responding to violations
 Monitoring and decision-making
 Management
 District-level support
Schoolwide Evaluation Tool
Sugai, Lewis-Palmer, Todd, & Horner, 2001
 The SET yields an Average of Features
summary score of overall implementation and
scores for each of the seven features.
 All scores are expressed as percent
implemented and could range from 0% to
100% implemented.
 Schools scoring 80% or better on the Average
of Features and 80% or better on the
Expectations Taught Feature are considered to
be implementing an effective discipline system.
Schoolwide Evaluation Tool (SET) Scores
for 25 PBIS-NH Cohort 1 Early Childhood Centers and K-12 Schools
Fall 04
80/80
19/25 or 84% All
1/1 or 100% PS
10/12 or 83% ES
6/6 of 100% MS
1/3 of 33% HS
3/3 or 100% ML
100
80
70
60
Total
Taught
50
40
30
20
10
Schools by Level
EM
S
EM
HS
MH
S
HS
HS
HS
MS
MS
MS
MS
MS
MS
ES
ES
ES
ES
ES
ES
ES
ES
ES
ES
ES
ES
0
PS
Percent Implementation
90
School-wide Evaluation Tool (SET) Scores
for 27 PBIS-NH Cohort 2 Early Childhood Programs and K-12
Schools
Spring 2005
80/80
All 20/27 (74%)
PS 3/3 (100%)
ES 10/11 (91%)
MS 2/4 (50%)
HS 1/2 (50%)
ML 1/4 (25%)
AS 3/3 (100%)
New Hampshire Center for Effective Behavioral Interventions and Supports
Schoolwide Evaluation Tool (SET) Scores
for Cohort 2 Schools (n=27)
Spring 2006
100
80/80
22/27 or 81% All
3/3 or 100% PS
11/11 or 100% ES
3/4 of 75% MS
1/2 of 50% HS
2/4 or 50% ML
2/3 or 67% AS
90
80
60
06 Taught
50
06 Total
40
30
20
10
School Type
AS
AS
AS
MHS
EMS
EMS
EMS
HS
HS
MS
MS
MS
MS
ES
ES
ES
ES
ES
ES
ES
ES
ES
ES
ES
PS
PS
0
PS
Percent
70
“I can’t begin to describe the incredible
difference PBIS has made at Horne Street
School. I have been teaching and
working with students for 25 years. The
PBIS system has helped me to integrate
my training and experience to design and
implement effective behavioral supports
on a school-wide, classroom, small group
and individual basis. Every year the
program gets better and better.”
Cori White
Behavior Specialist
Horne Street School
A systems approach to meeting the
needs of students at risk requires
Effective and efficient targeted processes for:
1.
2.
3.
4.
5.
6.
Identifying students at-risk
Performing functional assessments
Creating and monitoring behavior support
plans
Developing and monitoring targeted group
interventions
Data-based decision-making
Involving school faculty, families, and
community
Steps for Implementing
Targeted Systems in PBIS-NH
12. Create a behavior support team (Targeted
and Intensive are often combined in ECE
and alternative schools) and a mission
statement
Administrator, Behavior Support, General Educator
13. Develop a process and criteria for referring
students to team
Parental Notification and Input
Documentation
Prereferral Criteria
Steps for Implementing
Targeted Systems in PBIS-NH
14. Develop process for completing functional
assessments
3-Types (Quick, Intermediate, Intensive)
15. Develop process for designing, implementing, and
evaluating behavior support plans
Function-based
16. Develop targeted group interventions
Function-based
Skill-based
Steps in Function-based
Support Process
 Define the challenge
 Build a testable hypothesis (interview, observe)
 Confirm the hypothesis (observe, manipulate)
 Use “competing behavior analysis” to build
possible elements of behavior support plan
 Use “contextual fit” guidelines to select final
elements of behavior support plan
 Implement behavior support plan
 Monitor and modify as needed
School-Based
Systems
MASTNH
Intensive
Systems
of
Behavior
Support
Muscott & Mann
(2006)
Elements of Intensive Support
1.
2.
3.
4.
5.
6.
7.
School-wide PBIS System
Targeted PBIS System
Individual Student PBIS System
Daily Individualized PBS Practices
PBIS Competencies
Person-Centered Planning
Wraparound Planning
A systems approach to meeting the needs
of students with intense needs requires
School-based intensive supports
An effective intensive coordinator and
Effective and efficient processes for:
1.
2.
3.
4.
5.
6.
Identifying students with intense needs
Performing functional assessments
Data-based decision-making
Creating and monitoring behavior support plans
Creating and monitoring wraparound plans
Involving school faculty, families, and community
Steps for Implementing
Intensive Systems in PBIS-NH
16. Develop process for obtaining intensive
supports
Identify Intensive Coordinator
Procedures for referral, identification, and
coordination of services
Interagency Wraparound Planning
17. Develop procedures for family engagement
Person-centered planning
Steps for Implementing
Intensive Systems in PBIS-NH
18. Develop intensive student centered
academic and behavior support plans