1. PBIS Team Training
Module 3: Tertiary Implementation

2. Exceptional Children Division
Behavior Support & Special Programs
Positive Behavior Intervention & Support Initiative

3. Modules developed by
the University of Missouri
Center for School-wide PBIS
and revised by
North Carolina PBIS Trainers

4. Expectations
Be Responsible
Return promptly from breaks
Be an active participant
Be Respectful
Turn off cell phone ringers
Listen attentively to others
Be Kind
Participate in activities
Listen and respond appropriately to others’
ideas 4

5. Attention Signal
Trainer will raise
his/her hand
Participants will
raise their hand and
wait quietly
5

6. Welcome to PBIS Module 3 Training!
Prepare a poster showing successes and
challenges from Universal and Secondary
Implementation.
Use data from your most recent
Implementation Inventory, SET, etc.
6

7. Training Objectives
Participants will be able to:
 Evaluate implementation of school-wide and
secondary PBIS
 Create a system for receiving and processing
individual student referrals
 Use data to:
 Identify individual students needing intervention
 Develop and evaluate interventions to address problem
behavior
 Determine effectiveness of tertiary systems
7

8. Module 3 Accomplishments and
Products
At the end of these two days, teams are
expected to have:
Conceptualized tertiary systems for your
setting
Discussed implementation of teacher-led
practices
Reviewed data collection & assessment for
individual students
Developed action steps for tertiary
implementation 8

9. Activity: PBIS Review Crossword
Workbook
Page 3
9

10. Activity
Review Universal and Secondary
Implementation based on Implementation
Inventory Scores.
Use the data to identify Action Steps
Workbook
Pages 4-7
10

11. PBIS Tertiary Support is:
A systems approach to individualized
intervention and support development.
A process that all staff in your school
will use to support individual students.
A teacher-led process that utilizes a
functional approach to addressing
behavior
11

12. School Improvement
Whole School
Academic
Effective Classroom BehaviorResources Page 5
School Culturally
Organization Responsive
Intensive, Individual Interventions Intensive, Individual Interventions
•Tutoring Instruction•Functional Behavior Assessment &
Effective
•Academic Remediation Plans Struggling Students
Behavior Intervention Planning
Culturally
•Specially DesignedInstructional
Instruction
Responsive Progress Individuals
Practices Practices
Targeted Group Interventions Monitoring Consider- Interventions
Targeted Group
•Small group instruction
Behavioral EC
•Social Skills instruction
action for
•Focused academic help •Reinforcement of specific skills
Positive School Universal
sessions
Eligibility Related Specially
Group Strategies •Group Behavioral Strategies
Effective
Climate Design/ Services
Designed
Instructional
•Classroom Coaching
Instruction
Differentiated Mental Health FBA/BIP
Practices Behavior
Universal Interventions
Instruction Assistance Interventions
Universal Interventions
Effective Staff Mental
•Effective instructional Positive Focused •School-wide rules and
Development
practices
Health Services
Classroom Research-based procedures
•Recognition of •Systematic
Academic Instruction
academic Management reinforcement
Data Based
achievement •Social Skills Instruction
Decision Ongoing
•Culturally responsive Classroom •Culturally responsive
Coaching
practices Making Screening and practices
and Consultation
•Data-based decision- Assessment •Data-based decision-
making Parent and making
•Parent & Community Community •Parent & Community
Partnerships Partnerships Partnerships
12

13. CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention:
Specialized
Individualized
Secondary Prevention ~5% Systems for Students with
Specialized Group High Risk Behavior
Systems for Students with
At Risk Behavior
~15%
Resources
Page 6
Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings ~ 80% of Students
13

14. achieve
at high levels
Core
Tier I: Begins with clear goals:
6.What do we expect all
students to know, understand
and do as a result of our
instruction?
8.How will we know if these
goals are met?
10.How will we respond when
students do not meet the goals
with initial instruction?
12.How will we respond when
some students have already
met the goals?
(Batsche, 2010)
14

15. Tier II
< 20% of students
Supplemental Core
+
Supplemental
To Achieve Benchmarks
9.Where are the students
performing now?
10.Where do we want them to
be?
11.How long do we have to get
them there?
12.How much do they have to
grow per year/month to get
there?
13.What resources will move
them at that rate?
14.How will we monitor the
(Batsche, 2010) growth of students receiving
supplemental instruction? 15

16. Tier III
< 5% of Students
ve, Individualized Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
10. Where is the student
performing now?
11. Where do we want him/her
to be?
12. How long do we have to get
him/her there?
13. What supports has he/she
received?
14. What resources will move
him/her at that rate?
15. How will we monitor and
(Batsche, 2010) evaluate the student’s
growth? 16

17. Math
Science
Spanish
Reading
Soc skills
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

18. Social Competence &
Academic Achievement
OUTCOMES
S
Supporting
DA
EM
DA
Supporting
Decision
TA
TA
Staff Behavior ST
SY
Making
PRACTICES
Resources
Positive
Page 6
Behavior
Intervention &
Supporting Support
Student Behavior 18

19. Team Initiated
Problem Solving Identify
(TIPS) Model Problems
Develop
Evaluate and
Hypothesis
Revise
Action Plan
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan Resources
Pages 7-9
Problem Solving
(Newton, et. al., 2009) Meeting Foundations

20. Tertiary Implementation:
Data, Systems, and Practices
to Support Individuals

21. Social Competence &
Academic Achievement
OUTCOMES
S
Supporting
DA
EM
DA
Supporting
Decision
TA
TA
Staff Behavior ST
SY
Making
Positive
PRACTICES
Behavior
Intervention
& Support
Supporting
Student Behavior 21

22. Data Collection Strategies & Tools
Problem identification,
data collection, and evaluation
22

23. Clear Definition of
Problem Behavior
The “Stranger Test”
 Is the description of the
behavior crystal clear?
 Would a stranger’s
description match yours?
 If a stranger read your
description, would they be
able to identify the
problem behavior?
23

24. Measurable Descriptors
Measurable Not Measurable
oppositional
lazy bothering
rude talking out
swearing inattentive
out of area fighting
defiant completing work
24

25. Data Considerations:
Objective Descriptors
Objective Subjective
Talking during seatwork
Disobedient Seldom
Repeatedly
Passing notes
Hurrying through work Once or twice a week
Five times each day Leaning back in chair
Sometimes Bothering a neighbor
Continuously
Every ten minutes Bizarre
Tapping pencil on desk
Twice each period 25

26. Data Considerations:
Data to Collect
How often does the Frequency extreme
How
behavior occur? is it?
Intensity
Duration
Context
How long does it Under what circumstances
last? does it occur?
26

27. Data Collection Strategies
What is already collected?
Anecdotal notes by teacher
Office referrals
Disciplinary actions
27

28. Data Collection Strategies
What else can be collected?
Products from Consequences
Behavior Contracts
Checklists
Daily Behavior Report (DBR)
Direct Observation
Interviews 28

29. “Think sheets”
n?
of rom now o e solved th
e
t will I d uld I hav
Wha How sho t ter ways.
List 2 be
The rule problem?
I broke w
as
Fixing Broken Rules
Becoming A Problem Solver
What should hap Resources
pen Pages 10-11
because I broke
the rule?
29

30. DBRs Resources
Page 12
Daily Behavior Report = DBR
Also referred to as Direct Behavior Rating
The DBR involves a brief rating of target
behavior over a specified period of time on
a scale 1-10.
For more information and examples:
http://www.directbehaviorratings.org/cms/in
30
Level II

31. Characteristics of DBR
The DBR involves a brief rating of
target behavior over a specified period
of time
behavior(s) is specified
rating of the behavior(s) typically occurs at least
daily
obtained information is shared across individuals
(e.g., parents, teachers, students)
the card is used to monitor
the effects of an intervention
as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
31

32. Potential Uses for the DBR
Increase communication
As a component of an intervention
package, particularly in self-
management
Provide “quick” assessment of
behaviors, especially those not easily
captured by other means
Monitor student behavior over time
Flexible 32

33. A systematic DBR possesses the
following 4 characteristics:
1. The behavior of interest must be
operationally defined
2. The observations should be conducted under
standardized procedures
3. The DBR should be used in a specific time,
place, and at a predetermined frequency
4. The data must be scored and summarized in
a consistent manner
33

34. How are DBR data summarized?
1
0.9 Class on Time
0.8
0.7
0.6
0.5
0.4 Completed
0.3 Work
0.2
0.1
0
Positive
Participation
34

35. 35

36. DBR Considerations
Measures perception of behavior
“3 to 7” not “he is a 7”
No absolutes in Social Behavior
Rater Effects
36

37. Individual Student Data Tracking
Goal Info 12th %tile BaseLine
Goal: 70 Date: Data: Date: Data:
Goal Start Date: 25-Aug 25-Aug 40 28-Aug 30
Goal End Date: 10-Dec 26-Aug 20 31-Aug 60
Goal Unit: % opportunities 27-Aug 50 1-Sep 40
INT ERVENT ION
Graph Date: Data:
Phase1:
Heather - Hand Raising 2-Sep 50
Intervention
100 Phase1 3-Sep 70
90 90 90
Intervention 4-Sep 80
Phase2
Base Line Dat a 8-Sep 90
80 80 80 80
9-Sep 70
70 70 70 12t h Percentile
10-Sep 50
60 60 Goal Line 11-Sep 80
50 50 50 50 14-Sep 80
40 40 40 15-Sep 90
%
p
o
n
u
s
e
30 30
r
t
i
20 20
10
0
Dates
Intervention Phase 1 Notes: Phase2:
Group Contingency: If Heather meets 80% goal for three of 5 days/ week the entire
class earns 5 minutes extra during recess.
Intervention Phase2 Notes:
Resources
Page 13

38. Direct Assessment – Frequency Counts
Behavior Counting Resources
Page 14
Name ____Shamel ____ Week of __Nov 5, 200X______
Behavior to be counted ____Negative Comments to Peers: (Get out of my face. )
Mon. Tue. Wed. Thurs. Fri. Total
Arrival IIII IIIII II II IIIII IIIII I 40
IIIII I
Math I I I 3
Science II I III IIII I 11
Art IIII IIIII IIIII III IIIII IIII I 24
Reading I II III 6

39. Direct Assessment – Duration Recording
Record the elapsed time, usually in minutes, from onset to conclusion of target
Resources
behavior. Be sure to indicate the date, and the activity in which the student was
engaged when the target behavior began to escalate. Page 14
Student Name: ___Shamel __ Week of / Day : __Nov 15, 200X____
Target Behavior: Tantrum (screams, lays on floor, throws items)
Transition
Large Group
Small Group
Work
Individual
Read Aloud
Read Silently
In Crowds
Library
Specials
Subject
Specific
Behavior Incident
Briefly describe, making sure to note date,
time, and any circumstances you think
noteworthy.
#1 9:45-10:15, Mon, Nov 15
Group was doing read aloud
#2 9:35-10:15, Tue, Nov 16
Went to an assembly in the
gym
#3 9:28-10:05, Fri, Nov 19
Oral vocabulary test

40. Context Checklist
Social/Emotional
 Response to demand/request
 Transition between tasks/ setting Resources
 Interruption in routine Page 15
 Change in home/family dynamics
 Lack of social attention
 Negative social interaction w/peers
 Negative social interaction w/adults
 Social skills deficits
 Consequences imposed for negative behavior
 Other (specify): ____________________________
Academic/Instructional
 Specific subject: ____________________________
 Grade level : on/above/below
 Activities: too easy/ too difficult
 Work completion: finishes quickly/ average / rarely finishes

41. Classroom Assessment Resources
Pages 16-19
Classroom Management Checklist
*adapted from Geoff Colvin's Classroom Strategies
Name of Teacher ___________________ Date ______________
In Place = 2
Designing the Physical Space Partially = 1
Not = 0
1. A specific classroom area is identified for independent
work.
2. A specific classroom area is identified for group work.
3. A specific classroom area is identified for free choice
activity.
4. A specific classroom area is identified for time out.
5. A specific classroom area is identified which is easily
Level I
41
accessible for teacher storage and student supplies.

42. Data Considerations
What is the target behavior and goal?
 Focus on a specific behavior that has been
operationally defined
 Goal to increase or decrease behavior
Who is the focus of the rating?
 Individual, small-group or class-wide
What is the period for rating?
 Specific school period, daily, or other
What is the setting of observation?
 Classroom or other location
42

43. Data Considerations
How often will data be collected?
 Multiple times a day, daily, weekly
Which tools are the best to assess the behavior?
 Checklist, rating scale, DBR, observation,
interview
Who will conduct the rating? What resources can
be used to collect data?
 Classroom teacher, aide, or other educational
professional
Will ratings be tied to consequences?
 Consequences must be consistently delivered by
person responsible 43

44. Activity: Tertiary Data
With your team complete the Tertiary
Data activity
Workbook
Page 8
44

45. Social Competence &
Academic Achievement
OUTCOMES
S
Supporting
DA
EM
DA
Supporting
Decision
TA
TA
Staff Behavior ST
SY
Making
Positive
PRACTICES
Behavior
Intervention
and
Supporting
Student Behavior Support 45

46. Activity

47. Critical Elements of Tertiary
Systems

48. Tertiary Systems Considerations
Commit to:
Establishing a team to assess and
intervene with students who have serious
behavior problems
Allotting adequate time and resources for
the team
Training & planning
Design & implementation of individual
supports 48

49. Why do we need Tertiary Systems?
To make a lasting, positive, change in
behavior
To provide a systematic way to support
staff and students
To establish practices for children with
behavior concerns
49

50. Team Structure Consideration
Who?
What?
When?
Where?
Why?
50

51. Most Common Team Structures
Problem-Solving Only Team RtI & PBIS Teams
PBS
Pre-referral and PBIS absorbed in RtI Pre-referral absorbed in RtI
PBS

52. Will you have
representatives for
each level of
support or for Tier III Tier III
grade levels? Academic Behavior
Tier II Tier II
Academic Behavior
Tier I Tier I
Academic Behavior
Problem Solving
Only Team

53. 2nd grade 3rd grade
Behavior Behavior
4th grade
1st grade 2nd grade Behavior
Behavior Academic 3rd grade
Academic
1st grade
Kinder- 5th grade
Academic
garten Behavior
behavior 4th grade
Academic
Kinder-
garten 5th grade
Academic Academic
RtI Team PBIS Team
RtI process School-wide
PBIS process How will you
structure both
problem solving
teams?

54. Team Responsibilities:
Tertiary System Considerations
Identify resources and structures develop
the tertiary system of supports
Assess students
Develop and implement support plans
Personnel
Family Involvement
External agency involvement
(Child and Family Teams/System of Care)
54

55. Team Responsibilities:
Implement the Tertiary System
Access training and on-going staff
development to establish and maintain
knowledge of PBIS team
Providing staff development and support
to teachers regarding the process
Support teachers with assessment and
implementation
55

56. Team Responsibilities:
Monitor the Tertiary System
Review behavioral data and interventions in
order to evaluate the effectiveness
Reviewing Implementation Inventory
Tertiary Systems, Data, and Practices to
address areas of need
56

57. Activity: Tertiary Team
Discuss connections to existing teams (ex.
RtI, pre-referral, PBIS, SOC, etc.)
Discuss team structure, organization, and
communication.
Complete the Tertiary Team Functions
Section of your workbook.
Workbook
Page 9
57

58. Create the System:
Working Smarter
What does working
smarter look like at the
individual level? How
do we invest our
resources wisely?
Develop a continuum of
support within the tertiary
level to address all the
shades of red
58

59. Three Important Themes
Create systems (not just
interventions) to support all
students
Intervene earlier rather than
later
Evidence, not opinion
59

60. Data Decision Rules
To address:
Teachers initiating the behavioral
support process
Student data initiating the process
Progress and goal completion rules
Tertiary intervention effectiveness
guidelines
60

61. Examples
Less than 15 Star Tickets earned per week for
2 weeks
More than 5 absences in a 30 day period
3 or more counseling referrals in a 30 day
period
6 or more office discipline referrals
Progress to 80% completion of homework
assignments
70% of students receiving this tertiary
intervention meet their goals within 8 weeks61

62. Activity:
Tertiary Data Decision Rules
Discuss with your team possible data
decision rules for your school
Student referrals
Progress and goal completion
Intervention effectiveness
Workbook
Page 10
62

63. Systems for Individual Students
Quick, supportive response to teacher
Understand how behavior is functionally
related to the teaching environment
(competing pathways)
If you have multiple students displaying
similar behaviors = system issue not
individual student issue
63

64. Referral Process
How will teachers know who to refer?
Data decision rule
Professional judgment
After what process in classroom
How do they refer?
Form
To Whom 64

65. Referral Process
What happens next?
Data collection
Case manager
Parent/family participation
Team meeting
65

66. Referral Process
Plan
Plan written?
Good fit for context?
Executed by whom? How do you
know?
Evaluated?
Next Steps
66

67. Individual Student
Referral Process Supplemental
Resources
Page 20
67

68. Activity: Tertiary
Referral Process
Discuss the referral process for
tertiary supports section in your
workbook
Workbook
Page 11
68

69. An evaluation of Systems for the Tertiary Level:
Checklist for Individual Student Systems (CISS)
Resources
Pages 21-24 2-Fully in
place 1-
Part I: Foundations partially in
place 0-not yet
started
1. Score within the past 18 months on the SET (80%/80%), BOQ (70%), or TIC
(80%) indicates that SWPBS is being implemented with fidelity 2 1 0
1. A person within the school building is identified to coordinate function-based
support planning and implementation. 2 1 0
1. At least three people within the school are trained to conduct basic functional
behavior assessment interviews and do simple, confirmatory direct observations 2 1 0
based on the results of the functional behavior assessment interview.
1. At least one person within the school, or regularly available to the school, is
trained to conduct direct observation methods of functional behavior assessment 2 1 0
and lead development of a behavior support plan. 69

70. Social Competence &
Academic Achievement
OUTCOMES
S
Supporting
DA
EM
DA
Supporting
Decision
TA
TA
Staff Behavior ST
SY
Making
PRACTICES
Positive
Behavior
Supporting Intervention
Student Behavior & Support
70

71. Functional Assessment & Intervention
Level of
Functional Tools Resources Person(s) involved
INFORMAL
Support Page 25
EASIER
Behavior Contract SIMPLE
Teacher
Problem Solving Worksheet RESPONSIVE
Teacher Student
Led Competing Behavior Pathway Parent
Additional resource
ERASE
ERASE Team
Teacher
Brief Intervention Planning NOT
Student
RESPONSIVE
Parent
Team COMPLICATED
Directed Full FBA & BIP with Child/Family Team
Team HARDER
Teacher
FORMAL
Student
Functional Analysis & Behavior Parent 71
Intervention Plan

72. 72

73. Both Identify:
Problem behavior
Setting events that increase the likelihood of
the occurrence of the targeted behavior
Antecedents that reliably predict the target
behavior
Consequences that maintain the behavior
Plans to teach replacement behavior
73

74. Behavior
What is the challenging behavior?
What can you observe?
What does it look or sound like?
Choose one
Prioritize
74

75. Behavior
75

76. Setting Events
What environmental, personal, situational
or daily events impact the behavior?
Eating/Sleeping routines
Medical/Physical problems
Familial and staff interactions
Do not immediately precede problem
behavior
76

77. Setting Events
77

78. Antecedent
What happens immediately before the
behavior?
Predicts problem behavior
When, Where, With whom, Activity
Time of day
Physical Setting
People present
Types of interactions (demands, directives,
etc.) 78

79. Antecedent
79

80. Consequence
What happens immediately after the
behavior?
Gives student a reason to repeat the
problem behavior
Not related to punishment
80

82. Function …
People behave for a reason - we call
this “function”
Function:
 Does he/she get something?
Tangibles, attention, stimulation, people, etc.
 Does he/she avoid or escape something?
People, activities, embarrassment, tasks, etc.
82

83. Only Two Basic Functions
Problem
Behavior
Escape/
Obtain/Get
Avoid
Something
Something
Stimulation/ Tangible/
Social
Sensory Activity
Sugai, 2011
Adult Peer

84. Hypothesis Statements
Information about the
problem behavior is used
to write a hypothesis
statement that helps us
predict when the problem
behavior is likely to occur
and the function of that
behavior
84

85. Hypothesis Statements
When Estes is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid
____________ .
Hypothesis: behavior function
When Estes is in language arts and the teacher is providing direct
instruction he typically responds by making verbal noises (ex. Burping)
to access peer and teacher attention.
85

86. Bruno
Activity
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
Write a hypothesis statement about
86
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html
http://www.sonoma.edu/cihs/classroom/mod_3/lesson1.html Bruno’s behavior

87. Identifying the function helps:
Choose an appropriate intervention
Will this intervention meet the functional
need?
Choose an appropriate replacement
behavior
Alternative behavior taught to the student
What you want the student to do instead
Must meet functional need
87

89. Teacher-Led
Behavior Support
89

90. Teacher – Led Support
Any individualized behavior support should
always begin with a hypothesis based on
data about the student
90

91. Teacher – Led Support
91

92. Behavior Contract
Individualized class or school behavior
plan
Adjust goals
Prerequisite skills
Shorter time periods
More frequent reinforcement
Contract to address performance deficit
92

93. Behavioral Contracts
Positive reinforcement intervention
Clarify behavioral expectations for
students and staff to carry out the
intervention plan
Include the student in designing the
contract to increase motivation
Include parents in planning and
reinforcement
93

94. Steps for Designing Behavior
Contracts
List student behaviors
Can be reduced or increased
Behavioral goals should usually be
stated in positive, goal-oriented terms
Clearly defined, observable
(Wright, 2011; Jenson, Rhode, Reavis, 1994) 94

95. Steps for Designing Behavior
Contracts
Contract Reinforcers
A statement or section that explains
the minimum conditions under which
the student will earn a point, sticker,
or other token for showing appropriate
behaviors
Amount of behavior
Amount of reinforcement
(Wright, 2011; Jenson, Rhode, Reavis, 1994) 95

96. Steps for Designing Behavior
Contracts (continued)
Collection
Describe when the student will be able
to redeem points earned for
reward/recognition
(Wright, 2011; Jenson, Rhode, Reavis, 1994) 96

97. Steps for Designing Behavior
Contracts (continued)
Bonus clauses (optional)
can provide extra incentives for the
student to follow the contract
offers the student some type of
additional 'pay-off' for consistently
reaching behavioral targets
97
(Wright, 2011; Jenson, Rhode, Reavis, 1994)

98. Steps for Designing Behavior
Contracts (continued)
Negotiate and Document Terms
Discuss the plan and responsibilities of
the student and staff
Areas for signature.
both teacher and student signatures
Other staff, parents, administrators
(Wright, 2011; Jenson, Rhode, Reavis, 1994) 98

99. Sample Contracts
These
a
if I do re my con
n’t m
eet m sequence
My Contract: y goa
ls:
s
a l s:
go
my
ese
ar e
Race to 20!
Th
Resources
Pages 26-29
These ar
e my rewa
rds if I m
ee t my goa
ls:
99

100. How are Tertiary
Practices related to
Team the Problem Solving
Identify Process? Let’s
Initiated Problems examine that together.
Problem
Solving
(TIPS) Evaluate and Develop
Hypothesis
Model Revise
Action Plan
Collect
and Use
Data
Discuss and
Develop and
Select
Implement
Solutions
Action Plan
Problem Solving
Meeting Foundations 100

101. Teacher Led Support- How they connect to the
problem solving process
Problem Solving TIPs Problem Competing ERASE
Process Solving Worksheet Behavior Pathways
Identify the problem Primary Problem Problem Behavior Explain the problem
Statement
Develop hypothesis Precision Problem Evaluate Setting Reason for engaging in
Statement events, antecedents, the behavior
behavior and
consequences
Discuss and select Solution Options Desired alternative Appropriate behavior-
solutions and strategies to what he/she should do
address each pathway instead
component
Develop and Action Planning Who/When listed in Support- plan for
implement action plan Strategies helping student
engage in appropriate
behavior
Evaluate and revise Evaluation Planning Plan review. Evaluate- to 101
action plan determine if plan is

102. TIPS Problem Solving
Worksheet
 Use during Activities
 Date: ___________ Resources
School: ________________ Page 30
1. Primary Problem Statement
Problem Statement elements
 Who ___________________________________________________
 What __________________________________________________
 Where _________________________________________________
 When _________________________________________________
 Why ___________________________________________________
2. Precision Problem Statement
102

103. 3. Solutions
Prevent
reduce probability of future or continued problem
behavior
Teach
increase probability of positive behavior change
Acknowledge
Provide positive feedback when expected behavior
occurs
Correct
Specific feedback to increase probability of improved
behavior after error
Extinction
reduce reward for problem behavior
Safety
remove occurrence or possibility of injury or harm)
103

104. 4. Action Planning
For solutions to be implemented, who will do
what by when?
5. Evaluation Planning
Goal Setting (what will it look like when you can
say there is no longer a problem?)
Data Collection (gather additional information)
To measure outcomes
To measure fidelity of implementation
104

105. Teacher-Led Functional Support:
Competing Pathways
105

106. Competing Pathways:
Chart Behavior & Hypothesize
Setting Problem Maintaining
Antecedents
Events Behavior Consequences
106

107. Competing Pathways:
Identify Replacement Behavior(s)
Setting Problem Maintaining
Antecedents
Events Behavior Consequences
Acceptable
Acceptable
Alternative
Acceptable
Alternative
Acceptable
Alternative
Alternative
Maintaining
Consequences
Desired
Alternative 107

108. Competing Pathways:
Resources
Identify Interventions Page 32
Setting Triggering Problem Maintaining
Events Antecedents Behavior Consequences
Acceptable
Alternative Maintaining
Desired Consequences
Alternative
Setting
Behavior
Event Antecedent Consequence
Teaching
Strategies Strategies Strategies
Strategies
108

109. Case Study: Eddie
109

110. Case Study: Eddie
Do we have a problem?
What data do you
have?
What might you still
need to collect?
110

111. Designing Functional Interventions
Setting Triggering Problem Maintaining
Events Antecedents Behavior Consequences
Verbal Asked to Verbal Avoids hand-
disagreements
with peers turn in Disagreement ing in home-
before class homework With teacher work
111

112. Hypothesis
What is your hypothesis
about the problem behavior?
When Eddie is ___________ and __________ (happens), he
where/setting context/antecedent
typically responds by _________ to gain/avoid ____________ .
behavior function
112

113. Replacement Behavior
What do you want the student to do
instead of the problem behavior?
Will the behavior require shaping with a
series of successive approximations of the
desired behavior?
113

114. Setting Triggering Problem Maintaining
Events Antecedents Behavior Consequences
Verbal Asked to Verbal Avoids
Disagree turn in Disagreement handing in
ment with homework with teacher homework
peers
before Acceptable
Alternative
class Request help/
Write down
assignments Maintaining
Consequences
Desired Adjusted work
Behavior Completion goals
Eddie will
complete
assigned 114
homework

115. Utilizing the Competing Behavior
Pathways Strategies Sheet
How can you impact each area involved
with the challenging behavior?
Consider:
Instruction
Interventions
Environmental modification
115

116. Intervention & Support Strategies:
Eddie’s Plan
Event Antecedent Behavior Consequences
Strategies Strategies Teaching Strategies
Strategies
Complete
Teach Eddie missing
Teacher Re-teach and assignments
reinforce the how to request
and in study hall.
homework help and write
students Earn free
submission down
will utilize homework
routine. assignments.
Peer passes for
Mediation every 8
Strategies. assignments
turned in on
time.
116

117. Implement the Strategies
Who is responsible?
Resources?
When to review?
Goal?
Collect data during implementation
117

118. Eddie’s Plan Example
Event Antecedent Behavior Consequences
Strategies Strategies Teaching Strategies
Strategies
Complete
missing
Re-teach and Teach Eddie assignments in
Teacher
reinforce the how to request study hall. Earn
and
homework help and write free homework
students
submission down passes for
will utilize
routine. assignments. every 8
Peer
Mediation assignments
Strategies. turned in on
time.
Plan review date: 11/19/2011
We agree to the conditions of this plan.
Eddie Smith _________________
Student Parent
_____________ _____________ 118
Teacher Team member

119. Evaluate
Was the plan implemented consistently
and with fidelity?
Did it work?
What changes need to be made?
119

120. Eddie’s Plan Review
Event Antecedent Behavior Consequences
Strategies Strategies Teaching Strategies
Strategies Complete missing
Teacher and Re-teach and
students Teach Eddie how assignments in
reinforce the
will utilize to request help study hall. Earn
homework
Peer and write down free homework
submission
Mediation assignments. passes for every 8
routine.
Strategies. Update 11/19/11- assignments
Update
Update Taught 9/30/11. turned in on time.
11/19/11- re-
11/19/11- 3 Increased from 1 Update 11/19/11-
taught on
peers completed Increased number
9/30/11;
attended PM assignment/wk to of assignments
reinforced with
trng. 1 peer 8 completed completed by 60%.
Free
was observed assignments/ wk. Eddie is earning
homework
using free homework
passes, 6
strategies passes.
earned to date.
with Eddie. 120

121. Case Study Practice: Shane
Watch this video clip of
Shane’s behavior
in math class and
identify problems.
Workbook
Practice with your team. Page 12
121

122. Teacher led Functional
Assessment of Behavior:
ERASE
Resources
Page 33-37
122

123. ERAS E
Supplemental problem
Resources
Page 34
E x p la in
behavior
What is the problem?
E v a lu a t e R eas on
How will you know What is he/she getting out
if it works? of it or getting away from?
S upport A p p r o p r ia t e
How can you help this What would you like
happen more often? him/her to do instead?
(Scott, n.d.)

124. ERASE: Explain
What is the problem?
Create an operational definition of behavior
Describe why the behavior is a problem
Determine if student can engage in
appropriate behavior.
List what has already been tried.
PBIS Newsletter, Volume 2, Issue 3
124

125. ERASE: Reason
What is student getting or avoiding?
Determine what times, locations,
contexts, conditions, etc. tend to
predict or precede:
problem behavior
appropriate behavior
PBIS Newsletter, Volume 2, Issue 3
125

126. ERASE: Reason
Determine what types of events tend to
follow behavior?
peers, instruction, consequences, etc.
after problem behavior
after appropriate behavior
126

127. ERASE: Reason
Make a guess at the function – why do
you think he/she is doing this?
access to . . . (persons, objects, attention,
etc.)
escape or avoid . . . (persons, activities,
attention, etc.)
127

128. ERASE: Appropriate
What would you like student to do
instead?
Determine what times, locations, contexts,
conditions, etc. tend to predict or precede:
fair pair – incompatible with problem (can’t do at
same time)
functional – meets the same function as problem
behavior
PBIS Newsletter, Volume 2, Issue 3 128

129. ERASE: Support
How can you help this happen more
often?
Determine how the replacement behavior
and intervention plan will be taught
Rules (what it is and -- when, where, how, and
why to use behavior)
Examples (modeling and use of naturally
occurring examples)
Practice (opportunities to practice with teacher
feedback)
129
PBIS Newsletter, Volume 2, Issue 3

130. ERASE: Support
Consider realistic routines and physical
arrangements that could be
implemented to facilitate student
success (avoid predictable failure and
create success opportunities)
prompts and reminders
supervise
avoid triggers
130

131. ERASE: Support
Determine appropriate consequences for
replacement and problem behaviors –
and consider what is realistic for you to
do
reinforcement (matches function)
correction (how might this happen?)
negative consequences (matches function)
natural (try to keep it as realistic as possible)
131

132. ERASE: Evaluate
How will you know if it works?
Consider realistic strategies for measuring
behavior
keep it simple
consider times and conditions where
measurement would be particularly meaningful
and realistic
PBIS Newsletter, Volume 2, Issue 3
132

133. ERASE: Evaluate
Consider what your measure will look
like when the behavior is no longer a
problem
measurable behavior
by what time should this happen?
133

134. Activity: ERASE Process
Review the data for Elvin
Write the corresponding letter from the
ERASE process that best describes where
the information would be entered on the
ERASE form
Workbook
Pages 13-14
134

135. Activity: Paper Kids
Do you have students like this?
How do you help?
135

136. General Recommendations For
Tertiary Practices
Keep doing what is already working
Always look for the smallest change
that will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well
136

137. General Recommendations For
Tertiary Practices
Do not add something new without
also defining what you will stop doing
to make the addition possible
When it comes to problem behavior
nothing is 100%
137

138. Activity: Tertiary Practices
Evaluate and plan for Tertiary Practices
Workbook
Page 15
138

139. Additional training available for the team
in your school that will be providing
support and practicing the FBA/BIP
processes
139

140. Team Let’s Practice!
Initiated Identify
Problem Problems
Solving
(TIPS)
Model Evaluate and Develop
Revise Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
Problem Solving
Meeting Foundations
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated

141. Using the Referrals by Student report
as a Universal Screening Tool- Who?
Let’s review
BH
Use the data to data for
identify individual Brandon.
students in need of
tertiary supports.
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated
Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon
unpublished training manual.

142. When?

143. When?

144. What?

145. Where?

146. Why?
146

147. Do we have a problem?

148. Team
Initiated
Identify
Problem Problems
Solving
(TIPS)
Model
Evaluate and Develop
Revise Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
Problem Solving
Meeting Foundations
(Newton, et al, 2009)

149. Problem Statements
Write a “problem statement” that
specifies the precise nature of the
problem
The more Ws (what, when, where, who,
why) you incorporate into the problem
statement, the more precise the problem
statement will be
The more precise the problem statement,
the easier it will be to generate a solution
that “fits” the problem
149
(Newton, et al, 2009)

150. Problem-Solving Action Plan
Write your
Precise Problem Implementation and Evaluation
Statement here.
Precise Problem Statement, Solution Actions (e.g., Goal with Timeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
BH has received 7 ODRs
during the first grading period Re-teach
SS 11/1/10 JM will earn 80% of
for disrespectful behaviors Responsibility lessons
Implement CICO his daily points on his
including inappropriate daily progress report
language and harassment in Reinforce on-task JA 11/3/10
behaviors with DPR per day for 4/5 days per
the classroom during reading
All 11/3/10 week by 12/18/10
possibly motivated by peer teachers
attention.
(Newton, et al, 2009)

151. Team Initiated Quick
Problem Solving Identify
Review
(TIPS) Model Problems
Evaluate and Develop
Revise Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
Problem Solving
Meeting Foundations
(Newton, et al, 2009)

152. Solutions – Generic Strategies
 Prevent – Remove or alter “trigger” for problem behavior
 Define & Teach – Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative to
problem behavior
 Reward/reinforce – The expected/alternative behavior when it
occurs; prompt for it, as necessary
 Withhold reward/reinforcement – For the problem behavior, if
possible (“Extinction”)
 Use non-rewarding/non-reinforcing corrective consequences – When
problem behavior occurs
 Although not a “solution strategy,” Safety may need to be
considered (i.e., procedures that may be required to decrease
likelihood of injuries or property damage)
152
(Newton, et al, 2009)

153. Problem statement: BH has received 7 ODRs during the first grading period
for disrespectful behaviors including inappropriate language and
harassment in the classroom during reading possibly motivated by peer
attention.
Prevent “Trigger”
Define & Teach Reteach Respect lessons emphasizing
alternatives to cursing . Teach 5 alternative
phrases to express frustration.
Reward/Reinforce Establish behavior contract and reward earning
80% of points per day.
Withhold Reward Teach peers to withhold attention.
Corrective Ask for alternative way of expressing his
consequence thoughts/feelings. Suggest alternatives when
necessary.
Other
Safety
(Newton, et al, 2009)

154. Problem-Solving Action Plan
Write Solutions
here. Implementation and Evaluation
Precise Problem Statement, Solution Actions (e.g., Goal with Timeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach Respect
SS 11/1/10 JM will earn 80% of
for disruptive behaviors in the lessons.
Teach 5 alternative his daily points on his
classroom during reading daily progress report
possibly motivated by expressions. JA 11/3/10
Behavior Contract and per day for 4/5 days per
attention.
Reinforce 80% use of All 11/3/10 week by 12/18/10
appropriate language. teachers
(Newton, et al, 2009)

155. Team Initiated Quick
Problem Solving Identify
Review
(TIPS) Model Problems
Evaluate and Develop
Revise Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
Problem Solving
Meeting Foundations
(Newton, et al, 2009)

156. Document
Problem-Solving Action Plan Document
Implementation
Goal here.
here.
Implementation and Evaluation
Precise Problem Statement, Solution Actions (e.g., Goal with Timeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
JM has received 2 ODRs
during the first grading period Re-teach
SS 11/1/10 BH will earn 80% of
for disruptive behaviors in the Responsibility lessons
Implement CICO his daily points on his
classroom during reading behavior contract per
possibly motivated by Reinforce on-task JA 11/3/10
behaviors with DPR day for 4/5 days per
attention.
All 11/3/10 week by 12/18/10
teachers
(Newton, et al, 2009)

157. Team Initiated Quick
Problem Solving Identify
Review
(TIPS) Model Problems
Evaluate and Develop
Revise Hypothesis
Action Plan
.
Collect
and Use
Data
Discuss and
Develop and Select
Implement Solutions
Action Plan
Problem Solving
Meeting Foundations
(Newton, et al, 2009)

159. Evaluate
Problem-Solving Action Plan here.
Implementation and Evaluation
Precise Problem Statement, Solution Actions (e.g., Goal with Timeline,
based on review of data Prevent, Teach, Prompt, Who? By Fidelity & Outcome
(What, When, Where, Who, Reward, Correction, When? Measures, & Updates
Why) Extinction, Safety)
11/1 BM has shown
JM has received 2 ODRs some initial progress
during the first grading period Re-teach
SS 11/1/10 JM will earnbehavior
with his 80% of
for disruptive behaviors in the Responsibility lessons
contract and he
his daily points on his
classroom during reading Implement CICO earned 80% of his
Reinforce on-task JA 11/3/10
daily progress report
possibly motivated by points for the past 8
behaviors with DPR per day for Update: per
days.
4/5 days
attention.
All 11/3/10 week by 12/18/10the
continue with
teachers plan. Consider next-
Add a self-
monitoring
component and
check back in 2
weeks.
Newton,, et. al., 2009

160. Problem Solving Practice
Use your disciplinary data and the results
of the team activities to practice the
problem solving process
If you do not have your own data, practice
data is provided in the Resources pages
38-40
Use the TIPS problem solving
Resources
worksheet to assist you with Workbook
the
Page 38-40
Page 16
process
160

161. Planning for Implementation
161

162. Tertiary Action Planning
Workbook
Review your individual student Page 17
discipline data
Apply the problem solving steps
Develop your Module 3 Action Plan
What is the plan for individual students
with intensive needs?
What is the plan for data
& support systems to
address students with
intensive needs? 162

163. Action Planning Workbook
Page 18
Use your Implementation Inventory Data
Consider Universal, Secondary and
Tertiary Implementation
Review the action steps
your team has developed
during training, prioritize
items, and finalize your
action plan (Action Plan document)
163

164. Additional Tools and Support
www.ncpublicschools.org/positivebehavior/
www.pbisassessment.org
www.pbis.org
All references are cited in the reference
section of your workbook
Technical Assistance—Your
Regional or LEA Coordinator Resources
Pages 42-45
164

165. Conclusion of Module 3
Questions?
Please complete and return your training
evaluation form
Thank you!
165