Integrating and Aligning Behavioral Health Initiatives within Your PBIS Framework Dama Abshier, PhD Cat Raulerson, Ed.S Katrina Emerich, M.Ed This product was developed by the Florida Positive Behavioral Interventions and FLPBIS Technical Assistance Specialists Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. This presentation was developed in part under grant number 5H79SM061890 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.
Obje c tive s Identify benefits Identify and apply best practices Build knowledge of resources, tools and strategies to help teams
Org a niza tiona l Alig nme nt… . – The simultaneous implementation of multiple initiatives with efficiency and effectiveness. Avoid: id: “One of the major variables a es affect ecting su sust stained ed implementation of effective practices is the introduction of new in init itia iatives that either (a) co compet ete e with r reso esources ces needed for sustained implementation or (b) co contradict ct existing initiatives.” McIntosh (2015) What level of organizations do we have represented in group?
Identify Benefits in Student Outcomes Associated With Integrating Behavioral Health Initiatives Within PBIS Framework
Goals of PBIS Imple me ntation: Conne c ting to Be havior al He alth Initiative s Build effective, positive school environments Enhance school safety and academic and behavioral outcomes for ALL students Prevent / reduce problem behavior using a collaborative, assessment- based approach to develop effective instruction & interventions Teach appropriate behavior to enhance social-emotional learning Reinforce desired behavior to maintain meaningful and durable behavior and lifestyle change.
Cre a ting a n e nviro nme nt tha t suppo rts suc c e ss: T rauma-Informe d approac h https://www.samhsa.gov/trauma-violence http://samhsa.gov/nctic/trauma-interventions
Outc ome s Note d in Combine d Approa c h Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Trauma Sensitive Schools and the PBS Urban School District Framework (Sadin, 2018) (Von der Embse, Rutherford, Mankin, & Jenkins, 2018) Mitigates impact of stress on learning and behavior Decreased social, academic, and emotional risk Reduced discipline incidences Improved attendance Decreased ODRs Improved academic achievement
What is Soc ial E motional L e ar ning (SE L )? “Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. ” Collaborative for Academic, Social, and Emotional Learning (CASEL) http://www.casel.org/what-is-sel/
Be st Outc ome s Se e n in Cla sse s tha t Inte g ra te SE L a nd PBIS Effect of Universal Interventions on Students’ Mental Health • Externalizing Internalizing Combo > SEL = PBIS > BAU Combo = SEL > PBIS = BAU - Cook, Frye, Slemrod, Lyon, Renshaw, & Zhang (2015)
Combination Promotes Complete Mental Health Better physical, social, and academic outcomes than just absence of problems Negative Symptoms Positive Indicators (Mental Illness/Problems) (Wellness or Well-Being) Anxiety, Disruptive Depression, and Behaviors, such as Life Satisfaction Strong Social other forms of defiance, rule and Happiness Relationships internalizing violations, problems substance use Building Healthy Trauma Inconsisten Thinking blocks of interactions and other Risky/ t rules and Basic errors, well-being, Social (minimal environ- unsafe expecta- needs behavioral (gratitude, skills bullying, mental settings tions across are met withdrawal empathy, high stressors settings persistence) support) Risk Factors Resilience Factors (Florida AWARE, 2015; Suldo & Romer, 2016)
ISF FACT SHEETS http://www.midwestpbis.org/interconnected-systems-framework/publications
Ide ntify a nd Apply Be st Pra c tic e s F or T e a ms T o Inte g ra te a nd Alig n Initia tive s This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Ste ps for Alignme nt/ Inte gration: T e c hnic al Guide https:/ / www.pbis.org / re sourc e / te c hnic a l- g uide - for- a lig nme nt- of- initia tive s- prog ra ms- a nd- pra c tic e s- in- sc hool- distric ts
Decision making authority Access and use of data Expertise on all being integrated and aligned Role of Family, Youth and Community
2. Defining Outcomes You Want 3. Evaluate Initiatives • What do we have in place? • What Needs are Being Met? – Is it actually in place (fidelity)? • What Needs Are Not Being • If needed what is it we are Met? adding and WHY? – *Consider Externalizing and – Has it worked in similar Internalizing context? • How do we know? • Population, setting, etc • Can we support the addition? – Training, coaching, implementation needs • How will we monitor? – Fidelity, Student Outcomes
Barriers Resources Isolated Data Systems or • Common Goals/Outcomes • outcomes assessed Assessed Regularly, Data Sharing Agreements Teams in Silos or not • functioning • Integrated Teams/shared Lack of fidelity data for • responsibility and expertise initiatives or inconsistent • Scheduled assessments, collection of implementation matched tools and graphed data data Knowledge of evidenced based • • Evidenced Based Registries, practices partnerships with agencies or – Resistance to improving current within district departments implementation
Re sour c e Ma pping With PBIS L e a de r ship T e a ms Wha t Ne e ds Do We Ha ve ? Wha t is re spo nse to c urre nt suppo rts I n Pla c e ? Use schoolwide data for : Needs assessment (what types of programs does my school/students need?) • • Screen all children for emerging problems (internalizing and externalizing; academic) • Monitor progress of Tier 1 services http://www.schoolmentalhealth.org/media/SOM/Microsites/NCSMH/D ocuments/Quality-Guides/Needs-Assessment-&-Resource-Mapping- 2.3.20.pdf
E valuating Your T ie r I Syste m Are we meeting ALL of our student needs? Overall student population and needs of various subgroups (proportionality) Academic, Behavioral, Social Emotional No Yes Is our PBIS Framework in place How do we maintain with fidelity? implementation of successful practices as part of Tier I System If not, what supports are needed to increase fidelity? If yes, what changes need to be made to Tier I System to further 23 support behavioral health
E valuating Your T ie r I Syste m E xample : Sc hool NO: Increasing referrals for aggression and OSS for fighting Community has had increasing rates of arrests for violent acts/exposure to Trauma School BOQ data shows high fidelity of PBIS, may need instruction in skills with anger management/conflict resolution Morning meeting time, or Health Course would provide time for teaching and alignment to standards. Could add program through this… What factors do we know for Selection? 24
Core F e ature s Unive rsal L e ve l Pre ve ntion/ Promotion of Me ntal He alth E xample s (T ie r 1) Features Examples Focus: Prevention and competence-building Social Emotional Learning (SEL) for all students. Define and teach appropriate curricula & School-Wide PBIS social behaviors. Positive Psychology well-being promotion Use schoolwide data for: needs assessment, School Climate initiatives screen all children for emerging problems Universal screenings (internalizing and externalizing), and monitor progress of universal services Schoolwide development and generalization School-Wide Positive Behavior Support of specific skills (e.g., social skills, responding Social Skills curricula to bullying) • School wide practice of skills Provide direction, instruction AND • adult/peer modeling of skills taught - Christner & Mennuti, 2009; Simon, 2016
Pre ve ntion Pra c tic e s F irst: https:/ / www.live binde rs.c om/ me dia/ g e t/ MT k2MDIxMzk=
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