Creating Systems for Implementing Building Behavior Support Teams

1
Creating Systems for Implementing Building
Behavior Support Teams

• Based on
• Crone, D. A. Horner, R. A. (2003) Building
  positive behavior support systems in schools
  Functional behavior assessment. New York
  Guilford.

2
General ideas

• Implement schoolwide support to act as proactive
  screening process
• Make best use of existing school-based teams

3
Why Establish a Team?

• To provide a building-based system that will
  ensure supports are provided to students for whom
  school-wide practices have not facilitated
  success.
• To provide a structured problem-solving process
  that will ensure effective intervention practices
  are implemented for each student or issue
  brought to the team.

4
Standing Members of Team

• Administrative personnel (principal, assistant
  principal, deans, etc)
• Person with knowledge about instruction (strong
  regular education teacher may be rotating
  member)
• Person with behavioral training (special
  education teacher or representative)
• Clinical personnel (school psychologist, school
  social worker, counselor, nurse, local mental
  health rep)
• Additional support staff (school resource
  officer, parent liaison etc.)

5
Who Else is on the Team?

• Invited Team Members Student -Family specific
• Referring teacher/staff member
• Other involved school personnel
• WHO LIKES THIS KID? WHO DOES THE KID LIKE?
• Parent
• Others as deemed helpful by the parent or group
• OT/PT, Vision, Autism, etc
• School nurse
• Mental health workers
• Student (when appropriate)
• Medical professionals
• Family friends/supports/coaches/clergy

6
When does the Team meet?

• Team Meetings
• Regularly scheduled meetings - weekly or
  bi-weekly depending on building needs.
• If no new referrals, the team meets briefly to
  review progress on current interventions, to
  self-evaluate, and to action plan.

7
No heroes. thanks anyway

• Do not try to provide support in isolation
• We do not want heroes,
• we want self-managers work your way out of the
  manager role
• It takes a team
• If you already know it, challenge yourself to
  explain or teach it to someone else.

8
Getting Started

• Request for Assistance Form is completed and
  submitted to office
• Other student information is collected by office
  staff
• (Attendance, ODRs, Medical information, FACTS,
  Student Guided Interview)
• Team Meeting is scheduled and conducted to
  summarize the RFA and other information to
  determine the necessary level of support

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Team Meeting to discuss Request For Assistance

• Summarize the RFA information, beginning with
  strengths and preferences
• Define the Summary Statement
• Check team members confidence ratings on the
  summary statement
• 1-5 (1 low, 5 high)
• if overall ratings are 4 or 5, move forward
  (step 7) in support planning
• if overall ratings are 3 or lower, build a plan
  to get more information, until the confidence
  rating on the summary statement is rated at 4 or
  more

10
Moving forward with Support Planning and
Monitoring

• Design the competing behavior pathway for the
  summary statement
• Check the targeted interventions already
  available in your school to determine if
  something will fit the features of the competing
  behavior pathway. If something is available, use
  and adjust to fit.
• If more systematic instructional design,
  implementation, and monitoring are needed,
  determine a plan for developing an individualized
  plan of support
• Document plan and determine evaluation
  monitoring plan
• Give monthly student updates to SW-PBS Team

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Referrals for Individual Student

• Core Team Members
• Administrator
• Person with behavioral competence
• Representative sample of school staff

• Action Team Members
• 1-2 members of core team
• Parents of referred student
• Teacher(s) of referred student
• Significant others

• Action Team Members
• 1-2 members of core team
• Parents of referred student
• Teacher(s) of referred student
• Significant others

• Action Team Members
• 1-2 members of core team
• Parents of referred student
• Teacher(s) of referred student
• Significant others

Members of School Staff and Community Teachers Par
ents Probation Officers Social Workers Mental
Health Workers
12
Process and Responsibilities of the Core Team and
the Action Teams
13
Initial Meeting (Core Team)

• Take and review referral
• Form Action Team
• Provide support to Action Team throughout process
  as needed

14
Assessment (Action Team)

• Conduct simple FBA (30 minutes)
• Conduct full FBA if recommended (90 minutes)
• Prepare to report findings

15
Second Meeting (Action Team)

• Meeting duration 60 - 90 minutes
• Discuss assessment findings
• Design Behavior Support Plan
• Implement Behavior Support Plan

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Third Meeting (Action Team)

• Meeting duration (30 - 60 minutes)
• Evaluate effectiveness of Behavior Support Plan
• Modify Behavior Support Plan as necessary

17
Support and Follow-Through (Core Team)

• Follow progress on identified student
• Provide support as needed

18
Increasing Meeting Efficiency

• Distribute agenda prior to meeting
• Remind team members to complete tasks and come
  prepared
• Use timer to enforce time limits
• Take meeting notes
• Keep all agenda, notes, materials in 3-ring
  binder
• Meet at same time on same day
• Use wall-size calendar to remind staff of
  meetings, deadlines, etc.

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Behavior Support Team Agenda (Initial Meeting)

• Date _______
• Student ______ (Initials only)
• Introductions (introduce selves to parents or
  other new members and summarize purpose of
  meeting)
• Review Request for Assistance-- 5 minutes
• Determine level of functional assessment to begin
  with (simple or full)-- 2 minutes
• Form Action Team-- 1 minute
• Assign responsibilities and deadlines for
  competing FBA-- 2 minutes

20
Action Team Agenda (Second Meeting)

• Date _______
• Student ______ (Initials only)
• Action Team reports data from simple FBA or Full
  FBA-- 15 minutes
• Develop testable hypotheses-- 10 minutes
• Determine if further FBA or functional analysis
  is required-- 2 minutes
• If further assessment is not required, design
  BSP-- 20 minutes
• Design plan for implementation of BSP-- 5 - 10
  minutes
• Determine method of data collection for
  evaluation of behavior support plan-- 5 - 10
  minutes
• Schedule follow-up meeting-- 1 minute

21
Behavior Support Team Agenda (Third Meeting)

• Date _______
• Student ______ (Initials only)
• Action Team reports on implements and impact-- 5
  - 10 minutes
• Determine if BSP goals were achieved-- 2 minutes
• Determine if BSP modification is necessary-- 2
  minutes
• Modify BSP and evaluation plan as necessary-- 10
  - 15 minutes
• Schedule follow-up plan as necessary-- 1 minute

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• Team Time Review questions
• Who is on the team currently?
• Who could be added/taken off the team?
• How do kids come to the team?
• Is there an efficient, predictable referral
  system?
• What is the role of the current team?
• Does the team systematically develop and monitor
  interventions for each referred child?