Download the Kansas Institute for Positive Behavior Support

Introduction to Systems Change
in Positive Behavior Support
Rachel Freeman
University of Kansas
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
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
Being Sensitive to Our Diversity
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Ask questions
Don’t 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
Examples of Professionals
Participating in KIPBS
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Education
Special education
Adult services
Case managers
Independent contractors
Child welfare
Mental health
Organization-wide PBS Planning
and
School-wide Positive Behavior
Support
School-wide PBS and
Universal Systems Change Strategies
• Preventing a child or adult’s 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
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
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
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
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 child’s/adult’s strengths and
increase/improve quality of life (vs. merely
maintaining QOL)
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
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
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
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?
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 student’s 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
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 organizationwide PBS planning with KIPBS staff helping to
facilitate, after the class is completed
Characteristics of
Learning Organizations
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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”
First Example of Systems Change:
School-wide Positive Behavior
Support
•Wait! I don’t work in a school
setting!
•Why do I need to know about
School-wide PBS
(SWPBS)?
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
CONTINUUM OF
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
Organization-wide
Wide Systems for
All Children/Adults,
Staff, & Settings
~80% of
Children/Adults
Tertiary Prevention:
Specialized
Individualized
Systems for
Children/Adults with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for
Children/Adults with AtRisk Behavior
School-wide Positive Behavior Support
Systems 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
Districts and Schools Implementing
SWPBS That We Know About:
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El Dorado
Salina
Shawnee Mission
Topeka
Haysville
Parsons
– Lincoln Elementary
• Blue Valley and Olathe?
PBS Systems Implementation Logic
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Social Competence, Self Determination
Academic Achievement, and Safety
Positive
Behavior
Support
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting Student
Behavior
Center for Positive Behavior Interventions and Supports (2002)
School Implementation Levels Example:
Changing Contexts at all Levels
Student
Classroom
School
District
State
Levels of Community: Organization
Organization
Neighborhood
City
State
Nation
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach?
………punish?”
John Herner, Counterpoint (1998, p.2)
Designing School-Wide Systems for Student
Success: Multi-tiered System of Supports (MTSS)
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Halls Ferry Elementary School
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
High Five Approach - school wide social skill lessons
Central Data System
Produced school-wide expectations video
Cafeteria routine and lessons
Playground routine and lessons
Produced bathroom expectations & routines video
Produced indoor recess expectation & routines video
Newcomer's Club
Study Skills - Homework Support
Social Skills Club
FBA Training
Coaches Training
Present to Board Mentoring
Champs Theater
Universal School-wide Systems
Secondary / Targeted Group
District wide web based data system
District level leadership team
District level collaborative team
District wide networking system
Tertiary / Individual Student
Classroom
Bus expectations
District Level Systems
Function-Based
Student Support
Team
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
Levels of Community: Family
Family
Neighborhood
City
State
Nation
Using the School-wide PBS Model:
The Triangle of Prevention
Community-wide Behavior
Support Systems
Intensive, Individual
Interventions
* Children with intense needs
* Assessment-based
* High Intensity
Targeted Group Interventions
School-wide
Behavior Systems
1-5%
5-10%
* Some children (at risk)
* High efficiency
80-90%
System-wide Interventions
* All children
* Preventive, proactive
*Broad community focus
Adapted from Sugai, 2002
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
Big Ideas
• 3-5 year process
• Organizational framework
• Critical features the same across
schools—yet uniquely individualized
to culture of the school
• Invest in “trainer of trainers” approach
Elements of
Organization-wide Planning
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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
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 organizationwide planning efforts
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
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
Primary Prevention:
Native Alaskan Community Values
Example of Cup’ik Values
• Help other people
• Respect other people’s belongings
• Respect the animals you catch for food
• Remember what you are taught and told
Saint Lawrence Island Yup’ik Values
• Give service to others
• Gather wisdom and knowledge
Oleksa, M. (2005). Another culture/ Another world. Association of Alaska School Boards
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
Primary Prevention:
Supporting 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
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
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
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
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…
– Organization’s 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…
HISTORY
Tough kids
NOW!!
Most requested
school
BARRIERS
Parent
involvement
Commitment
Tolerance
Reputation for SED
Population
STRENGTHS
Cooperation
Discipline plan in
place
8 rules-refine!!!
Good reputation in the
community
Language/
communication
Invested in children
Negative behaviors
are being reinforced
Dedicated
Funding
Fun place for kids
Class size
Staff has a positive
attitude
Turn over in
assistants
Talented staff
Service oriented
Expanding to prove
Itself
Location
Good crisis system
in place
Supportive
administration
Resources &
Training
Supportive of each
other
Strong curriculum
base
Parent Ed.- Good
link for school
Strong academic focus
Cooperative
Kids like being at
school
Discipline
inconsistent with
behavior plan
Tough population
Access to guidance
is limited
Slow referral
process
Supportive resources,
Parent Ed., Life skills
Counselor
Specials program are
well recognized in the
county
Motivated
Access to
guidance
counselor
Getting out of
crisis mode
First Steps
*Form committee
*Schedule training
*Today’s sharing
*Same process/
feedback to staff
*Grace tracks
down and
posts rules
*Talk about lunch
schedule
*Playground
interventions
*Friday training
rules for
assistants
*ID students
*Feedback from
last year
GOALS
1. Discipline committee meet monthly, and develop a plan.
2. Data system in place, report back to staff
3. Teachers share effective classroom management techniques.
4. Clear referral process, communication, consistency, feed back.
5. School wide rules implemented.
6. Plan for playground supervision.
7. 20% decrease of total number of referrals.
8. Support staff are trained and participating.
9. Increase instructional time.
10. Effective set of consequences when dealing with challenging
behaviors
11. System of rewards in place for positive behavior.
No consistency
Time for
meetings,
trainings, etc.
Cultural diversity
Great after school
program
SCHOOL’S DREAM
*Pride Safe *Respectful students, teachers and staff
*Consistency
*Greater self –esteem
*Community of Learners
*Self-respect
*Positive focus
*Motivated students *Fun!!!
*Good manners
*Increase parent involvement
*Enjoy
learning
*Climate of caring
*Cooperation *Community respect
*Strength-based
Tolerance
*High Expectations
Organization-wide Planning
Using PATH
(Preview of Module 9 Activities)
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