562015

Prevent ndash Teach ndash Reinforce (PTR) Model of FBA

A Case Study and Lessons Learned

May 28 2015 PaPBS Implementersrsquo Forum

Pennsylvania Training and Technical Assistance Network

PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

1

562015

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

PTR As a Model and Within a System

How can MTSS support PTR

If PTR is a part of PBISMTSS then what do

we have to do to implement it with a focus on efficacy

and fidelity

2

562015

The Answer (or a Place to Start) The Three Circles

SYSTEMS

PRACTICES

DATA

STUDENT OUTCOMES

Supporting Student Behavior

SupportingSupporting DecisionStaff MakingBehavior

5

Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

Grade level reps Counselors School Psychologists Principals [District Administrators]

Principal Teachers Counselors School Psychologists [District Administrators]

Principal Counselors School Psychologists Studentrsquos teacher and CICO mentor

PRACTICES

Data Decision Rule

[District-Focus] Principal School Psychologist Counselors Central Office

Attendance ODRrsquos credits performance on CICO

Monitoring of students enrolled in and responding to FBA ILOI FACTS PTR RENEW

PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule

Teaching across the year prompts Recognition41 Data collection and analysis Use of flow chart Action plan goals

Monitoring of students enrolled in and responding to CICO (standard or individualized) Counselor groups

CICO monitor fidelity point sheet data and use of reinforcement

ODRrsquos Teacher nomination

CICO point sheet data Looking for other measures 6

3

562015

Tertiary Systems Is this school specific or

district wide

Tertiary Practices PTR

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices RENEW

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices Mental Health Supports

Student

2

Student

1

Student

3

How does a student move from Tier 2 to Tier 3 Who decides How frequently are these decisions made Based on what data Which

intervention is most appropriate

(entry criteria)

(entry criteria)

(entry criteria)

Monitor student responsiveness data bull Fidelity bull Effectiveness

All student teams

monitor data for problem solving

(exitmonitoring criteria)

(exitmonitoring criteria) (exitmonitoring criteria)

Asking the Right Question How do You Implement an Effective PBSP

An effective model of

FBA

An effective system Tier 3

Effective PBSP that results in

positive behavior

change and learning

PTR

BAT Benchmarks of Advanced Tiers

httpwwwpbisorgcommoncmsfilespbisresourcesBAT_v25pdf

4

562015

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

PTR As a Model and Within a System

How can MTSS support PTR

If PTR is a part of PBISMTSS then what do

we have to do to implement it with a focus on efficacy

and fidelity

2

562015

The Answer (or a Place to Start) The Three Circles

SYSTEMS

PRACTICES

DATA

STUDENT OUTCOMES

Supporting Student Behavior

SupportingSupporting DecisionStaff MakingBehavior

5

Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

Grade level reps Counselors School Psychologists Principals [District Administrators]

Principal Teachers Counselors School Psychologists [District Administrators]

Principal Counselors School Psychologists Studentrsquos teacher and CICO mentor

PRACTICES

Data Decision Rule

[District-Focus] Principal School Psychologist Counselors Central Office

Attendance ODRrsquos credits performance on CICO

Monitoring of students enrolled in and responding to FBA ILOI FACTS PTR RENEW

PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule

Teaching across the year prompts Recognition41 Data collection and analysis Use of flow chart Action plan goals

Monitoring of students enrolled in and responding to CICO (standard or individualized) Counselor groups

CICO monitor fidelity point sheet data and use of reinforcement

ODRrsquos Teacher nomination

CICO point sheet data Looking for other measures 6

3

562015

Tertiary Systems Is this school specific or

district wide

Tertiary Practices PTR

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices RENEW

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices Mental Health Supports

Student

2

Student

1

Student

3

How does a student move from Tier 2 to Tier 3 Who decides How frequently are these decisions made Based on what data Which

intervention is most appropriate

(entry criteria)

(entry criteria)

(entry criteria)

Monitor student responsiveness data bull Fidelity bull Effectiveness

All student teams

monitor data for problem solving

(exitmonitoring criteria)

(exitmonitoring criteria) (exitmonitoring criteria)

Asking the Right Question How do You Implement an Effective PBSP

An effective model of

FBA

An effective system Tier 3

Effective PBSP that results in

positive behavior

change and learning

PTR

BAT Benchmarks of Advanced Tiers

httpwwwpbisorgcommoncmsfilespbisresourcesBAT_v25pdf

4

562015

The Answer (or a Place to Start) The Three Circles

SYSTEMS

PRACTICES

DATA

STUDENT OUTCOMES

Supporting Student Behavior

SupportingSupporting DecisionStaff MakingBehavior

5

Building Level Action Plan

Problem Solving Team (individual student)

Tertiary Systems Team

Secondary Systems Team

Universal Systems Team

UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM

Grade level reps Counselors School Psychologists Principals [District Administrators]

Principal Teachers Counselors School Psychologists [District Administrators]

Principal Counselors School Psychologists Studentrsquos teacher and CICO mentor

PRACTICES

Data Decision Rule

[District-Focus] Principal School Psychologist Counselors Central Office

Attendance ODRrsquos credits performance on CICO

Monitoring of students enrolled in and responding to FBA ILOI FACTS PTR RENEW

PRACTICES PRACTICES PRACTICES

Data Decision Rule Data Decision Rule Data Decision Rule

Teaching across the year prompts Recognition41 Data collection and analysis Use of flow chart Action plan goals

Monitoring of students enrolled in and responding to CICO (standard or individualized) Counselor groups

CICO monitor fidelity point sheet data and use of reinforcement

ODRrsquos Teacher nomination

CICO point sheet data Looking for other measures 6

3

562015

Tertiary Systems Is this school specific or

district wide

Tertiary Practices PTR

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices RENEW

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices Mental Health Supports

Student

2

Student

1

Student

3

How does a student move from Tier 2 to Tier 3 Who decides How frequently are these decisions made Based on what data Which

intervention is most appropriate

(entry criteria)

(entry criteria)

(entry criteria)

Monitor student responsiveness data bull Fidelity bull Effectiveness

All student teams

monitor data for problem solving

(exitmonitoring criteria)

(exitmonitoring criteria) (exitmonitoring criteria)

Asking the Right Question How do You Implement an Effective PBSP

An effective model of

FBA

An effective system Tier 3

Effective PBSP that results in

positive behavior

change and learning

PTR

BAT Benchmarks of Advanced Tiers

httpwwwpbisorgcommoncmsfilespbisresourcesBAT_v25pdf

4

562015

Tertiary Systems Is this school specific or

district wide

Tertiary Practices PTR

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices RENEW

Who is trained

Student

2

Student

1

Student

3

Tertiary Practices Mental Health Supports

Student

2

Student

1

Student

3

How does a student move from Tier 2 to Tier 3 Who decides How frequently are these decisions made Based on what data Which

intervention is most appropriate

(entry criteria)

(entry criteria)

(entry criteria)

Monitor student responsiveness data bull Fidelity bull Effectiveness

All student teams

monitor data for problem solving

(exitmonitoring criteria)

(exitmonitoring criteria) (exitmonitoring criteria)

Asking the Right Question How do You Implement an Effective PBSP

An effective model of

FBA

An effective system Tier 3

Effective PBSP that results in

positive behavior

change and learning

PTR

BAT Benchmarks of Advanced Tiers

httpwwwpbisorgcommoncmsfilespbisresourcesBAT_v25pdf

4

562015

FBA Struggles in Schools

Changing the ldquoExpertrdquo completes theenvironment FBA but doesnrsquot work with

the teacher on the plan A way to teach skills

What you want to happen

What often happens

FBA and a with the teacher Collaboration

PBSP seen as to figure out a a form or a plan that works step to another

placement

A plan that is individualized to Train and hope

the student

Coaching a team Interventions that arenrsquot through the process connected to the hypothesis

Ongoing problem solving with data Iovannone Technical Adequacy of

FBArsquos and BIPS

How Do We Eliminate (Minimize) the Struggle

Be More Focused Prioritize and Define Behaviors

Collect and Use Data Make it Simple

Connect the Hypothesis to the Intervention Make this connection apart of the process

The Teacher is a Non-Negotiable Partner

Support Implementation Through Coaching and Data

Iovannone Technical Adequacy of FBArsquos and BIPS

5

562015

WHY CHOOSE PTR AS YOUR FBA MODEL

PTR Research Participants for Randomized Control Studies

Iovannone Greenbaum Wang Kincaid Dunlap amp Strain 2009

6

562015

Randomized Control Trial Results

Wait-List Control to Treatment Results

7

562015

LOOK AT PTR THROUGH THE LENS OF

IMPLEMENTATION FIDELITY

Before PTR The team

bull Knowledge of the student (eg classroom teacher aide parent)

bull Expertise in functional assessment and behavioral principles (eg PTR consultant school-based consultantmdashschool psychologist)

bull Knowledge of context (eg administrator)

bull Consider team functioning Iovannone PaTTAN trainings Dec

2012

8

562015

PTR Process

bull Goal Setting = Identification of the Problem

bull Functional Behavioral Assessment = Problem Analysis

bull Intervention Plan = Intervention Implementation (with Coaching and Fidelity)

bull Evaluation = Monitoring and Evaluation

Iovannone PaTTAN trainings Dec 2012

PTR BIG IDEA 1

START WITH DATA COLLECTION

PTR Benefits Improved Focus through Prioritization

Built in Data Collection Method (IBRST) Collect Baseline (Starting Progress Monitoring)

Can Set a Goal

9

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

WHY CHOOSE PTR AS YOUR FBA MODEL

PTR Research Participants for Randomized Control Studies

Iovannone Greenbaum Wang Kincaid Dunlap amp Strain 2009

6

562015

Randomized Control Trial Results

Wait-List Control to Treatment Results

7

562015

LOOK AT PTR THROUGH THE LENS OF

IMPLEMENTATION FIDELITY

Before PTR The team

bull Knowledge of the student (eg classroom teacher aide parent)

bull Expertise in functional assessment and behavioral principles (eg PTR consultant school-based consultantmdashschool psychologist)

bull Knowledge of context (eg administrator)

bull Consider team functioning Iovannone PaTTAN trainings Dec

2012

8

562015

PTR Process

bull Goal Setting = Identification of the Problem

bull Functional Behavioral Assessment = Problem Analysis

bull Intervention Plan = Intervention Implementation (with Coaching and Fidelity)

bull Evaluation = Monitoring and Evaluation

Iovannone PaTTAN trainings Dec 2012

PTR BIG IDEA 1

START WITH DATA COLLECTION

PTR Benefits Improved Focus through Prioritization

Built in Data Collection Method (IBRST) Collect Baseline (Starting Progress Monitoring)

Can Set a Goal

9

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Randomized Control Trial Results

Wait-List Control to Treatment Results

7

562015

LOOK AT PTR THROUGH THE LENS OF

IMPLEMENTATION FIDELITY

Before PTR The team

bull Knowledge of the student (eg classroom teacher aide parent)

bull Expertise in functional assessment and behavioral principles (eg PTR consultant school-based consultantmdashschool psychologist)

bull Knowledge of context (eg administrator)

bull Consider team functioning Iovannone PaTTAN trainings Dec

2012

8

562015

PTR Process

bull Goal Setting = Identification of the Problem

bull Functional Behavioral Assessment = Problem Analysis

bull Intervention Plan = Intervention Implementation (with Coaching and Fidelity)

bull Evaluation = Monitoring and Evaluation

Iovannone PaTTAN trainings Dec 2012

PTR BIG IDEA 1

START WITH DATA COLLECTION

PTR Benefits Improved Focus through Prioritization

Built in Data Collection Method (IBRST) Collect Baseline (Starting Progress Monitoring)

Can Set a Goal

9

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

LOOK AT PTR THROUGH THE LENS OF

IMPLEMENTATION FIDELITY

Before PTR The team

bull Knowledge of the student (eg classroom teacher aide parent)

bull Expertise in functional assessment and behavioral principles (eg PTR consultant school-based consultantmdashschool psychologist)

bull Knowledge of context (eg administrator)

bull Consider team functioning Iovannone PaTTAN trainings Dec

2012

8

562015

PTR Process

bull Goal Setting = Identification of the Problem

bull Functional Behavioral Assessment = Problem Analysis

bull Intervention Plan = Intervention Implementation (with Coaching and Fidelity)

bull Evaluation = Monitoring and Evaluation

Iovannone PaTTAN trainings Dec 2012

PTR BIG IDEA 1

START WITH DATA COLLECTION

PTR Benefits Improved Focus through Prioritization

Built in Data Collection Method (IBRST) Collect Baseline (Starting Progress Monitoring)

Can Set a Goal

9

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

PTR Process

bull Goal Setting = Identification of the Problem

bull Functional Behavioral Assessment = Problem Analysis

bull Intervention Plan = Intervention Implementation (with Coaching and Fidelity)

bull Evaluation = Monitoring and Evaluation

Iovannone PaTTAN trainings Dec 2012

PTR BIG IDEA 1

START WITH DATA COLLECTION

PTR Benefits Improved Focus through Prioritization

Built in Data Collection Method (IBRST) Collect Baseline (Starting Progress Monitoring)

Can Set a Goal

9

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

10

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

R Iovannone

11

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Meeting 1

StepsPurpose Materials

bull Identify prioritize and operationalize the behaviors of concern and possible replacement behaviors

bull Develop IBRST bull Prepare for Meeting 2 FBA

bull PTR Goal Setting Form bull IBRST bull Activity Packet (IBRST script) bull PTR FBA

Follow-Up School Team bull Collect 3-5 days of baseline data bull Complete PTR FBA individually

Follow-Up Facilitator bull Email completed documents to team members (eg goal-setting form completed

IBRST)

PTR BIG IDEA 2

THE FBA HAS TO FOCUS ON THE ENVIRONMENT

PTR Benefits One ldquoFBArdquo Per Behavior

Interview to Focus the Discussion

Facilitator to Take the Discussion Further

12

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

13

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

14

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Meeting 2

StepsPurpose Materials

bull Conduct FBA bull Develop hypotheses bull Highlight interventions that link to the

hypothesis bull Prepare for Meeting 3 Intervention Plan

bull PTR FBA bull PTR Summary Table bull Chapter 5 Intervention

Summaries bull PTR Intervention Checklist

Follow-Up School Team bull Continue to collect baseline data bull Review highlighted PTR Intervention Summaries bull Complete PTR Intervention Checklist

Follow-Up Facilitator bull Email completed documents to team members (eg PTR Summary Table)

PTR BIG IDEA 3

THE FBAHYPOTHESIS MUST DRIVE INTERVENTION

SELECTION

PTR Benefits FBA and PBSP Are Developed by the Same People

The Model Includes Steps and Resources that Maintain the Connection

15

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Look to the Hypothesis for Direction

ldquoAs a result he receives structure and prompts to complete his work in the form of teacher

attention He also receives peer attention when peers respond to his talking outrdquo

How can the teacher give How can he receive peer him attention and help attention as him complete the task reinforcement for positive

PROACTIVELY behavior

PTR BIG IDEA 4

THE TEAM MUST TASK ANALYZE THE INTERVENTIONS

(or else they most likely wonrsquot be implemented)

PTR Benefits Model Includes Resources to Support Task Analyses

The Teacher is an Active Participant = Social Validity

CoachingTraining is Embedded in Task Analysis Development

16

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

PTR Intervention Checklist

Prevent Intervention Example

bull Timer options ndash Computer timer to project on the screen ndash Keeping it on the desk and teaching him not to touch it ndash On the whiteboard sill ndash Ask Jeff what he would prefer

bull Visual morning routine checklist ndash Text not on his desk laminated card that he can check off put it on board

on magnet use color printing on the checklist ndash Should look something like (with a place to check off when step is

completed) bull Stuff in cubby bull Homework folder on desk bull Lunch count on projector bull Get chart from Mr C bull Morning work bull Take chart to Mrs T bull Go on computer

17

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Prevent Intervention Example bull Routine

ndash Jeff will enter the room ndash Teacher greet Jeff and will start the timer and put on whiteboard sill ndash Jeff will get checklist from either his cubby or the whiteboard sill next

to timer and will check time ndash Jeff will put check mark when completed task ndash Jeff will take completed checklist to Teacher for positive feedback

bull How to teach this to Jeff ndash Materials Color dorsquos and donrsquots cards with examples ndash When Pull from daycare at 830 to teach routine Principal will help

check when he is in daycare ndash Model examples of his behavior for each color (green = can talk to

others in an average voice yellow = can talk to others in a whisper voice red = no talking to others)

ndash Have Jeff practice behavior for each color especially voice volume ndash Provide him with feedback during morning routine for several days

after teaching him

PTR BIG IDEA 5

COACHING AND DATA-BASED DECISION-MAKING = FIDELITY

PTR Benefits Already Have a Built-In Data Collection System Task Analysis Minimizes Questions and Supports

Problem Solving and Discussion

18

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

19

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Meeting 3

StepsPurpose Materials

bull Prioritize chosen interventions bull Completed PTR Intervention Checklists from PTR Intervention Checklist bull PTR Intervention Scoring Table

bull Develop intervention plan bull Chapter 5 Intervention Summaries bull Develop coaching and fidelity bull PTR Behavior Intervention Plan

checklists bull PTR Intervention Fact Sheets bull PTR Fidelity Implementation Intervention Guide bull CoachingFidelity Checklists

Follow-Up School Team bull Collect progress monitoring data using IBRST bull Implement intervention plan bull Self-assess using fidelity checklist bull Meet regularly to review data and make instructional decisions

Follow-Up Facilitator bull Develop PTR CoachingFidelity Checklist bull Emails the PTR Intervention Plan and PTR CoachingFidelity Checklist to School Team

Members bull Provide coaching support to teacher on implementation of intervention plan

How Does PTR Support Implementation

bull Built in data collection tool to focus the group on ndash Specific behavior(s) ndash Specific times of dayroutines ndash Data already there to progress monitor

bull Built in training opportunities for learning ndash Behavioral principles ndash Function-based intervention strategies ndash Progress monitoring

bull Teacher involvement in ndash FBA ndash PBSP development ndash Data collection

bull Connection between FBAhypothesis and intervention ndash Consistent team throughout the process ndash More likely to choose an effective intervention

20

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Implementing PTR Within PBISMTSS Systems Practices Data

bull

bull

bull

bull

bull

bull

Time for meeting

Who are the best people to serve as facilitators

What training do participants need

What training do administrators need

How will training be rolled out How will coaching be embedded

Who is monitoring the training and implementation

bull Fewer team members

bull Consider teamrsquos behavior background

bull Participating in the process is training

bull Maintain focus on the function

bull Use ldquothinking aloudrdquo and formulate questions

bull Give teachers choice about coaching options

bull One stepmeeting can help in the beginning

bull Use data collection to write a goal

bull What tools and data system do you have to monitor implementation

bull What tools and data system do you have to monitor overall effectiveness (ie How many students are responding to their PBSP)

Selected References

Dunlap G Iovannone R Kincaid D Wilson K Christiansen K Strain P amp English C (2010) Prevent-Teach-Reinforce The School-Based Model of Individualized Positive Behavior Support Baltimore Paul H Brookes

Iovannone R Greenbaum P Wei W Kincaid D Dunlap G amp Strain P (2009) Randomized controlled trial of a tertiary behavior intervention for students with problem behaviors Preliminary outcomes Journal of Emotional and Behavioral Disorders 17 213-225

Dunlap G Iovannone R Wilson K Strain P amp Kincaid D (2010) Prevent-Teach-Reinforce A standardized model of school-based behavioral intervention Journal of Positive Behavior Interventions 12 9-22

Strain PS Wilson K amp Dunlap G (2011) Prevent-Teach-Reinforce Addressing problem behaviors of students with autism in general education classrooms Behavioral Disorders 36 160-171

21

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22

562015

Contact Information wwwpattannet

Natalie Sokol nsokolpattannet 610-878-7207

Kristin Starosta kstarostaciu20org 610-515-6508

Commonwealth of Pennsylvania

Tom Wolf Governor

22