Integrating and Aligning Behavioral Health Initiatives within Your - - PowerPoint PPT Presentation

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.

Integrating and Aligning Behavioral Health Initiatives within Your PBIS Framework

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.

Dama Abshier, PhD Cat Raulerson, Ed.S Katrina Emerich, M.Ed FLPBIS Technical Assistance Specialists

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 Urban School District (Von der Embse, Rutherford, Mankin, & Jenkins, 2018)

Decreased social, academic, and emotional risk Decreased ODRs

Trauma Sensitive Schools and the PBS Framework (Sadin, 2018)

Mitigates impact of stress on learning and behavior Reduced discipline incidences Improved attendance Improved academic achievement

“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.”

What is Soc ial E motional L e ar ning (SE L )?

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

Negative Symptoms (Mental Illness/Problems)

Anxiety, Depression, and

• ther forms of

internalizing problems

Trauma and other environ- mental stressors Thinking errors, behavioral withdrawal

Disruptive Behaviors, such as defiance, rule violations, substance use

Risky/ unsafe settings Inconsisten t rules and expecta- tions across settings

Positive Indicators (Wellness or Well-Being)

Life Satisfaction and Happiness

Building blocks of well-being, (gratitude, empathy, persistence) Basic needs are met

Strong Social Relationships

Social skills Healthy interactions (minimal bullying, high support)

Risk Factors Resilience Factors (Florida AWARE, 2015; Suldo & Romer, 2016) Better physical, social, and academic outcomes than just absence of problems

http://www.midwestpbis.org/interconnected-systems-framework/publications ISF FACT SHEETS

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.

Ide ntify a nd Apply Be st Pra c tic e s F

• r T

e a ms T

• Inte g ra te a nd Alig n

Initia tive s

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
• What Needs are Being Met?
• What Needs Are Not Being

Met?

– *Consider Externalizing and Internalizing

• How do we know?
• 3. Evaluate Initiatives
• What do we have in place?

– Is it actually in place (fidelity)?

• If needed what is it we are

adding and WHY?

– Has it worked in similar context?

• Population, setting, etc
• Can we support the addition?

– Training, coaching, implementation needs

• How will we monitor?

– Fidelity, Student Outcomes

Barriers

• Isolated Data Systems or
• utcomes assessed
• Teams in Silos or not

functioning

• Lack of fidelity data for

initiatives or inconsistent collection of implementation data

• Knowledge of evidenced based

practices

– Resistance to improving current implementation

Resources

• Common Goals/Outcomes

Assessed Regularly, Data Sharing Agreements

• Integrated Teams/shared

responsibility and expertise

• Scheduled assessments,

matched tools and graphed data

• Evidenced Based Registries,

partnerships with agencies or within district departments

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

• cuments/Quality-Guides/Needs-Assessment-&-Resource-Mapping-

2.3.20.pdf

E valuating Your T ie r I Syste m

23

Are we meeting ALL of our student needs?

Overall student population and needs of various subgroups (proportionality)

Yes

How do we maintain implementation of successful practices as part of Tier I System

No

Is our PBIS Framework in place with fidelity? If not, what supports are needed to increase fidelity? If yes, what changes need to be made to Tier I System to further support behavioral health

Academic, Behavioral, Social Emotional

E valuating Your T ie r I Syste m E xample : Sc hool

24

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

What factors do we know for Selection?

Morning meeting time, or Health Course would provide time for teaching and alignment to standards. Could add program through this…

Core F e ature s Unive rsal L e ve l Pre ve ntion/ Promotion

• f Me ntal He alth E

xample s (T ie r 1)

Features Examples Focus: Prevention and competence-building for all students. Define and teach appropriate social behaviors. Social Emotional Learning (SEL) curricula & School-Wide PBIS Positive Psychology well-being promotion Use schoolwide data for: needs assessment, screen all children for emerging problems (internalizing and externalizing), and monitor progress of universal services School Climate initiatives Universal screenings Schoolwide development and generalization

• f specific skills (e.g., social skills, responding

to bullying)

• School wide practice of skills
• Provide direction, instruction AND

adult/peer modeling of skills taught School-Wide Positive Behavior Support Social Skills curricula

• 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=

What Doe s PBIS ‘L

• ok L

ike ’?

• Staff develop expectations & rules with input from ALL

stakeholders

Expectations & Rules

• Lesson plans are developed for teaching the expectations
• ALL staff and students are taught the expectations and rules

Teaching

• System for reinforcing appropriate behavior is development
• System is taught to ALL stakeholders and implemented

Reinforcing

• Effective discipline process and procedures are developed
• Procedures are consistently implemented by ALL staff

Discipline Process

• Effective hierarchy of consequences are developed
• Consequences are consistently implemented by ALL staff

Consequences

• Timely collection and analysis of behavior data
• Data-based problem solving is used to target instruction

Data System

T e a c hing Soc ia l- E motiona l Be ha viora l Skills

Define the skill to teach Model & demonstrate the skill Provide examples & non-examples Practice the skill in the natural setting Provide reinforcement & corrective feedback

Monitor data, adjust instruction, Reteach Differentiate instruction based on student need

Explicit Instruction The ‘How’

https://casel.org/what-is-sel/approaches/

SWPBIS T r auma Infor me d Mid We st PBIS Ne twor k: http:/ / www.midwe stpbis.org / ma te ria ls/ spe c ia l-

topic s/ tra uma

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.

One MT SS mode l, multiple domains

ACADEMICS SOCIAL EMOTIONAL SKILLS

• 1. Core curricula: CCSS
• 1. Core curriculum
• HMH Journeys
• SW Expectations
• McGraw-Hill math
• Defined Rules and Procedures,

reinforcement systems

• Use SEL Curriculum for
• ngoing instruction of

Expectations

• Effective continuum of

responses to respond to behavioral errors

• 2. Supplemental resources
• 2. Supplemental resources
• Small group instruction
• CI/CO program
• Social emotional groups
• Support groups
• 3. Individualized help
• 3. Individualized help
• Computerized instruction
• Mentoring
• Tutoring
• Counseling

Data Based Decision Making, Professional Development and Ongoing Coaching

T e ac hing Soc ial E motional Compe te nc ie s Within PBIS Re sour c e and E xample s Within A T e ac hing Matr ix

https:/ / www.pbis.or g / Common/ Cms/ file s/ pbisr e sour c e s/ T e a c hing Soc ia lE motiona lCompe te nc ie sWithinAPBISF r a me wor k.pdf

De sc ribe F it a nd Alig n: T IC Re sourc e E xa mple

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

Distric t E xa mple T IC: De sire d Outc ome s, T e a ming a nd PD Support

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.

Sc hool L e ve l E xa mple s

How mig ht the be low c urric ulum ma p he lp a sta ff imple me nte r in this sc hool?

SW PBIS SEL Curriculum

TIC Builds Foundation For Relationships and Safety: Clear Expectations, ongoing Instruction with ongoing instruction in social emotional skills, recognition and acknowledgment

TIC : Consider Routines For Coping Skills, Self-Regulation

Routines Expectations BE SAFE

• Think happy

thoughts

• Draw a

picture

• Ask for a

hug

• Squeeze a

stress ball

• Take 3 deep

breaths

• Count to 10
• Take 3 deep

breaths

• Count to 10
• Go for a

walk BE RESPONSIBLE

• Complete

my work

• Remember

my goal

• Take a mini

break

• Talk to my

teacher

• Take a

break

• Talk about

my feelings

• Take a

break

• Talk about

the problem BE RESPECTFUL

• Listen to my

teacher

• Help others
• Listen to my

teacher

• Listen to my

teacher

• Listen to an

adult

De fine & T e ac h Classr

• om Routine s for

Re gulation/ Se lf Manage me nt And Se lf Awar e ne ss

Sc hool T e a m E xa mple : Wha t Is T a ug ht Sc hool Wide ?

Use strategies taught in Second Step as part of instructional discipline Everyone on Campus: Ongoing reinforcement when students demonstrate expectations and social emotional skills taught to generalize across campus Social Emotional Learning Curriculum Second Step Ongoing Instruction on Skills to Help Students Demonstrate SW Expectations PBIS SW Expectations Across Campus Students and their teacher define aligned rules for classroom

Re sponsible , Sa fe

Recognize triggers Control Emotions Use Strategies

T ie r 2 Alig nme nt: E nsuring Ma tc h to F unc tion a nd Inte rna lizing / SE we llne ss

Function Check-In/ Check-Out Social Emotional Skills Group Check & Connect Self- Monitoring Get Adult Attention X X X Get Peer Attention X X Escape/Avoid Social Interaction X X X Escape/Avoid Task or Activity X X X

Adapted from Umbreit, Ferro, Liaupsin, & Lane, 2007

Daily Progress Report (DPR) Sample MW PBIS

NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement in relation to the following sets of expectations/behaviors.

EXPECTATIONS 1 st block 2 nd block 3 rd block 4 th block

Be Safe

2 1 0 2 1 0 2 1 0 2 1 0

Be Respectful

2 1 0 2 1 0 2 1 0 2 1 0

Be Responsible

2 1 0 2 1 0 2 1 0 2 1 0 Total Points Teacher Initials

Adapted from Grant Middle School STAR CLUB

Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken

Self-Check Use calming strategy Use your words Use safe hands Ask for help Connect with safe person

Trauma-Informed Tier 2 Group

T ie r 2/ 3 Alig nme nt: Prog re ss Monitoring

Second Step Tier 2

TIC and PBIS Restorative Practices SBMH and PBIS

• https://www.livebinders.com/play/

play?id=2281280

• https://www.livebinders.com/play/

play?id=2381322

Additiona l Re sour c e s: Re c or de d Cha ts F

• r

T e a ms on T

• pic s F
• r

Inte g r a tion/ Alig nme nt

Se le c ting E vide nc e - Base d Inte r ve ntions

• The California Evidence-Based Clearinghouse for Child Welfare

– http://www.cebc4cw.org/

• Collaborative for Academic, Social, and Emotional Learning (CASEL) Guide to

Effective Social and Emotional Learning Programs

– http://www.casel.org/guide

• Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model

Programs Guide (MPG)

– http://www.ojjdp.gov/mpg/

• Suicide Prevention Resource Center – Best Practices Registry

– http://www.sprc.org/bpr

• Promising Practices Network (archived)

– http://www.promisingpractices.net/

• What Works Clearinghouse

– http://ies.ed.gov/ncee/wwc/

T ha nk you!!!

Conta c t Informa tion a nd Re sourc e s

For additional information or to get started, contact your district's PBIS project contact or the FLBIS:MTSS Project:

• Phone: (813) 974-6440
• Fax: (813) 974-6115
• E-mail: flpbis@cbcs.usf.edu
• Website: www.flpbis.org

OSEP TA Center on PBIS

• www.pbis.org

Association on PBIS

• www.apbs.org

www.facebook.com/flpbis www.twitter.com/flpbis www.youtube.com/user/FloridaPBS