Introduction to Systems Change in Positive Behavior Support - PowerPoint PPT Presentation

1 / 49
About This Presentation
Title:

Introduction to Systems Change in Positive Behavior Support

Description:

Introduction to Systems Change in Positive Behavior Support Rachel Freeman University of Kansas KIPBS Mission Train professionals who will facilitate PBS plans Create ... – PowerPoint PPT presentation

Number of Views:190
Avg rating:3.0/5.0
Slides: 50
Provided by: rachelf4
Category:

less

Transcript and Presenter's Notes

Title: 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

6
Organization-wide PBS Planning andSchool-wide
Positive Behavior Support
7
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

9
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

10
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

11
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)

12
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

14
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

15
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?

16
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

17
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

18
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

19
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)?

20
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

21
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
22
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

23
Districts and Schools Implementing SWPBS That We
Know About
  • El Dorado
  • Salina
  • Shawnee Mission
  • Topeka
  • Haysville
  • Parsons
  • Lincoln Elementary
  • Blue Valley and Olathe?

24
PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
25
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)
26
School Implementation Levels Example Changing
Contexts at all Levels
State
District
School
Classroom
Student
27
Levels of Community Organization
City Nation
Organization
State
Neighborhood

28
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)
29
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
30
(No Transcript)
31
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

32
Levels of Community Family
City Nation
Family
State
Neighborhood

33
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
34
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

35
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

36
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

37
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

38
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

39
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

40
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
41
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

43
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

44
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

45
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

46
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

47
Gerald Adams Elementary School
48
Organization-wide Planning Using PATH (Preview
of Module 9 Activities)
49
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
Write a Comment
User Comments (0)
About PowerShow.com